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E-Learn: World Conference on E-Learning

Nov 14, 2016

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Table of Contents

4
This conference has 4 award papers. Show award papers

Number of papers: 212

  1. 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

  2. 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

  3. 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

  4. 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

  5. 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

  6. 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

  7. 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

  8. 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

  9. 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

  10. 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

  11. 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

  12. 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

  13. 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

  14. 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

  15. 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

  16. 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

  17. 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

  18. 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

  19. 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

  20. 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