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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. Dynamic Computer Analogies and Conceptions of Chemical Equilibrium

    Vania Chan, Simon Fraser University, Canada; Samia Khan, University of British Columbia, Canada

    A computer simulation program that utilizes a dynamic analogy to represent Le Chatelier's Principle was studied to investigate how the analogy contributed to students' conceptions of chemical... More

    pp. 864-873

  2. Online Preassessment Examination for Biology Majors

    Hee Kwang Choi & Kazimierz Kowalski, California State University Dominguez Hills, United States

    Although computer-based online assessments are widely utilized in higher education, their application in preassessment examinations has been underutilized. Here, we discuss the implementation of... More

    pp. 874-879

  3. Failing to Connect - Juxtaposing Positions on E-learning in South Africa

    Marius Dieperink, Tshwane University of Technology, South Africa

    E-learning is applied in different ways across the globe. The digital divide implies wide-ranging divisions. The division seems somewhat diffuse, however. This paper elaborates on a number of... More

    pp. 880-885

  4. A Comparison of Three Pedagogies Within an Online Learning Environment

    Aaron Doering, University of Minnesota, United States; George Veletsianos, University of Manchester, United Kingdom; Cassie Scharber, University of Minnesota, United States

    In this paper we evaluate three technology-enhanced pedagogical models to teach problem-solving and critical-thinking skills in geography. These models were devised and used with 309 middle-school ... More

    pp. 886-891

  5. Building electronic portfolios to support e-learning

    Maria del Rocio Dominguez Gaona & Myriam Romero Monteverde, Universidad Autónoma de Baja California, Mexico

    The purpose of this best practice paper is to show the way students have built their electronic portfolios in on-line courses using different electronic pages such as, Face Book, My... More

    pp. 892-895

  6. Evaluation of e-Learning in Health Care - a Qualitative Approach

    Kerstin Grundén, University West, Sweden

    An interactive web-based course was studied with the aim to improve the behaviour of health care professionals when they interact with disabled patients. The course was offered to about 45.000... More

    pp. 896-904

  7. Changes of needs of e-learning materials of Japanese students in a school of nursing with the progress of third and fourth grades

    Sachiko Hirono, Yoshiko Sato & Yuta Kobayashi, School of Nursing, Faculty of Medicine, ShimaneUniversity, Japan

    The purpose of this study is to clarify the changes of needs of e-learning materials of nursing students at the third grade in the university hospital and the fourth grade in off campus facilities ... More

    pp. 905-910

  8. Analysis of Online Quiz Logs using Item Response Theory for Instructional Improvement

    Hitoshi Inoue, Kyushu University, Japan; Takahiro Sumiya & Koichi Yasutake, Hiroshima University, Japan; Osamu Yamakawa, Fukui Prefectural University, Japan; Takahiro Tagawa & Sachio Hirokawa, Kyushu University, Japan

    Formative assessment for learning and teaching is important to improve education. An online quiz is one of the methods for formative assessment. Using the online quiz function of course management ... More

    pp. 911-918

  9. Implementation and Evaluation of Curriculum Designed for the 21st Century Learner

    Allen Jackson, Laura Gaudet, Donna Ritzen & Dawn Brammer, Chadron State College, United States

    Curriculum, described as the way content is planned and delivered, includes structuring, design, and presentation of an intended subject matter. The presentation or implementation of curriculum is ... More

    pp. 919-927

  10. A HCI Case Study of Interactive Prototyping in an Indigneous Context: Software for Teaching Cree Syllabics

    Goran Jelica & Peter Holt, Athabasca University, Canada

    Abstract: E-learning provides multimedia capabilities for language learning over a distributed geographical region. Such software can be a critical element in the preservation of small... More

    pp. 928-933

  11. Frame Analysis Method: Monitoring Metacognitive Activities

    Zekeriya Karadag & Douglas McDougall, OISE / University of Toronto, Canada

    This paper proposes a new method to monitor, analyze, and assess students’ metacognitive skills while they are solving mathematics problems. Students’ problem solving processes were recorded by... More

    pp. 934-939

  12. Developing A Computer Adaptive ESP Placement Test Using Moodle

    Yukie Koyama, Nagoya Institute of Technology, Japan; Minoru Akiyama, e-learning Service, Japan

    In this study, we introduce a Computer Adaptive Test (CAT) module for creating an English for Specific Purposes (ESP) placement test in a Learning Management System (LMS), Moodle. The module is... More

    pp. 940-945

  13. Increasing Joint Enterprise, Mutual Engagement and a Shared Repertoire: Going the Distance to Promote Excellence in Online Teaching

    Deborah Leialoha, Graceland University, United States

    The challenge of retaining quality adjunct faculty is greatly diminished by the implementation of a systematic mentoring and supervision program. Faculty performance is enhanced when multiple forms... More

    pp. 946-949

  14. Reflections on creating an international virtual benchmarking model for authentic e-learning: Crossing boundaries and breaking down barriers

    Irja Leppisaari, Central Ostrobothnia University of Applied Sciences, Finland; Leena Vainio, HAMK University of Applied Sciences, Finland; Jan Herrington, Murdoch University, Australia; Yeonwook Im, Hanyang Cyber University, Korea (South)

    International virtual teamwork offers new opportunities for the professional development of teachers. In this paper, we examine the initial experiences in an ongoing international virtual... More

    pp. 950-959

  15. Usability Evaluation of Ontology Mapping for Learning Object Retrieval

    Jerry Li, Simon Fraser University, Canada

    This research describes the form and function of a mapping ontology created to translate between a central subject ontology and a local subject ontology. An implemented case shows how the mapping... More

    pp. 960-966

  16. PETRAD: A Pattern-Based Approach for Selection of eLearning Technologies

    Simon Lock, Andrew Smith & Andrew Smith, Lancaster University, United Kingdom

    This paper describes PETRAD, a pattern-based approach to aid educators in the selection of appropriate eLearning technologies for specific teaching and learning situations. Those responsible for... More

    pp. 967-975

  17. 4C: A Web2.0 Case Study Analysis Tool

    Vanesa Mirzaee & Samia Khan, University of British Columbia, Canada

    Abstract: We introduce the 4C Database , a Web 2.0 case study database repository that facilitates performing cross-case analysis between case studies stored in it. We present the design... More

    pp. 976-985

  18. Revisiting Gender and Class as Vectors of Difference in Computer Use among College Students

    Ananda Mitra, Wake Forest University, United States

    Data collected from 599 undergraduate students in a small four-year liberal arts institution in America is used to revisit the issues related with computer use, gender and school year. The data... More

    pp. 986-988

  19. Using Fast ForWord® to Support Learning to Read: A Review of the Literature

    Simona B. Mocan & Tracey L. Leacock, Simon Fraser University, Canada

    Fast ForWord® educational software, developed and marketed by the Scientific Learning Corporation to help students learn to read, has been in widespread use for just over a decade. Many schools,... More

    pp. 989-997

  20. Identifying Explicit External Criteria for the Assessment of Dissertations

    Jeremy Moreland & Jake Burdick, School of Advanced Studies - University of Phoenix, United States

    Conventional assessment of dissertations has relied upon implicit criteria. The presenter at this session for E-Learn 2009’s Best Practices will describe an effort to shift from conventional... More

    p. 998