bluuebunny/crossref_metadata_2025_split huggingface dataset:
Online Learning with the Use of WebVT Vista
Authors: Zapalska Alina M. , Brozik Dallas 
Published: May 2011

The primary goal of this chapter is to offer reflections on various aspects of the use of WebCT Vista in onlinebusiness education at Marshall University, Huntington, West Virginia, U.S.A.. The chapter argues that with theproper systems in place, including adequate technology and support and the cooperation of educational administrators, WebCT Vista can augment current educational systems in remarkable ways. The chapter also argues that the use of WebCT strongly contributes to theeffectiveness of distance learning by improving the quality of students’ learning in the areas: of critical thinking; problem solving, decision-making, attention to detail, written communications, and organizational and analytical skills. The assessment tool presented in this chapter wasused to obtain students’ feedback concerning their learningoutcomes with and without the use of WebCT Vista. In general, most students positively evaluated the effect of WebCT Vista on their learning within areas such as critical thinking, problem solving, decision-making ability, oral communication, written communication, knowledge of information, and the ability to organize and analyze. As theresults of the above analysis indicate, almost all students benefited from using WebCT.
Resurrecting Graduate Conversation through an Online Learning Community
Authors: Pimentel Edson Pinheiro , Omar Nizam 
Published: May 2011

This article reports on action research that implementsonline learning community (OLC) software to fosterconversation at a specific graduate school. The design of the research is informed by theories of conversation, onlinelearning, and social networking, as well as by popular Web 2.0 technologies. A distinguishing feature of this application is that it is oriented toward and controlled by individuals rather than being centered on courses. Results indicate that stakeholders—graduate students and faculty—appreciate and find value in the OLC we implemented.
An Online Virtual Laboratory of Electricity
Authors: Tejedor J.A. Gómez , Martínez G. Moltó , Vidaurre C. Barros 
Published: May 2011

In this article, we describe a Java-based virtual laboratory, accessible via the Internet by means of a Web browser. This remote laboratory enables the students to build both direct and alternating current circuits. The program includes a graphical user interface which resembles the connection board, and also the electrical components and tools that are used in a real laboratory to build electrical circuits. Emphasis has been placed on designing access patterns to the virtual tools as if they were real ones. The virtuallaboratory developed in this study allows the lecturer to adapt the behaviour and the principal layout of the different practical sessions during a course. This flexibility enables the tool to guide the student during each practical lesson, thus enhancing self-motivation. This study is an application of new technologies for active learning methodologies, in order to increase both the self-learning and comprehension of the students. This virtual laboratoryis currently accessible at http://personales.upv.es/jogomez/labvir/ (in Spanish).
Developing a Community of Practice in an Online Research Lab
Authors: Cawthon Stephanie , Harris Alycia 
Published: May 2011

The goal of this chapter is to present instructor and student perspectives on the development of a Communityof Practice within an online research laboratory for graduate students in psychology. A computer-facilitated learning environment was set up meet two goals: (1) to encourage individuals to work as a team on a live researchproject, and (2) to give students research skills needed to further their development as scholar-practitioners. The objective of this chapter is to identify, from the perspectives of the students and the instructor, how social factors influenced learning outcomes and how the group formed into a research team. This chapter begins with a brief overview of the Community of Practice literature and the context of the Online Research Lab in the School of Psychology at Walden University. The second section addresses strategies the instructor used to facilitate the sense of community in the Online Research Lab. The chapter concludes with a summary of challenges indeveloping a Community of Practice, as well as strategies instructors can use to overcome these obstacles.
Web 2.0 Technology for Problem-Based and Collaborative Learning
Authors: Buckley Clive N. , Williams Angela M. 
Published: May 2011

Collaborative problem-based learning (PBL) has a well established history within medical and health care education. Undergraduate nursing students at the Glyndwr University undertake PBL to explore ethical issues of health care; traditionally these students meet in person to discuss scenarios, provided by tutors, and present the product of their deliberations to the rest of the class. The geographical dispersion of the students has meant that most discussions have been limited to those times when the students are physically on campus by virtue of their timetabled classes. By using Web 2.0 technologies, students are able to collaborate at distance, at a time that suits them. This chapter describes how students have used these emerging technologies to share ideas and resources to prepare for class presentations; described also are the underpinning theories that inform this work together with an analysis of student use and feedback.
Adult Learners Learning Online
Authors: Baylen Danilo M. 
Published: May 2011

This chapter presents a case study in which an onlineexperience for adult learners facilitated improved understanding of blogs and its applications to K-12 classrooms. Data were primarily derived from archived documentation provided by students as components of several completed course assignments. The case studyillustrates and examines how the online experience, specifically the creation and maintenance of a blog, supported student learning about use and application of a specific technology. The chapter discusses processes and results given the contexts of adult learning and instructional technology as well as suggests directions for effective practice.
Delivery of a Social Science Online Program in India
Authors: Jain Shobhita 
Published: May 2011

This narrative of an engagement with the open and distance learning system and its highpoint of launching anonline learning package in 2001 reveals an attempt to integrate various components of multi-media format of course development. The uneasy task of meeting the various needs of diverse learners became possible by using the information technology tools to communicate and interact more effectively. Well-structured architecture of the website of the program, including its peer-evaluated threaded discussion board has been well accepted by he learners. Rudimentary in its overall design, this first eversocial science on-line program in India may be, it has generated in the institution a live interest in encouraging further attempts at launching on-line programs of study
E-Learning Practice and Experience at Waseda E-School
Authors: Nishimura Shoji , Scott Douglass J. , Shogo Kato 
Published: May 2011

In 2003, the School of Human Sciences, Waseda University, Japan, established the e-School, Japan’s first completeundergraduate correspondence courses enabling students to acquire their bachelor degrees solely through e-learning. Supported by the widespread availability of high-speed Internet connections, it has become possible to transmit videotaped lectures with an image quality close to that of television, not only throughout Japan, but also throughout the world at affordable rates. In addition, the lecture contents are transmitted in an image quality that allows students to easily read what is written on the blackboard.Waseda’s e-School has many features that contribute to its success. Among these are the coupling of online and on-campus courses enhancing the educational experience of all students. In addition, online courses are relatively small—most courses are capped at 30 students—and new courses are created to respond to students’ needs andinterests. This article outlines the e-School’s curriculum, management structure, and system and reports on the current status of the courses by analyzing the results of a questionnaire survey conducted after one year from their establishment and the state of credits registered andearned by students.
"Virtual Inquiry" in the Science Classroom
Authors: Toth Eva Erdosne 
Published: May 2011

The article examines prior research on students’ difficulties with inquiry learning and outlines research-based decisions for the consideration of software-based scaffolds for inquiry teaching and learning. The objective is to detail research findings in a way that assists teachers in their development of pedagogical content knowledge as relevant to theselection and use of technological tools for classroom inquiry in the high school biology or college introductory biology classrooms. Employing a worked-out-example inthe popular domain of DNA science, the article illustratesthe research-based integration of instructional design decisions coordinated with the features of selected software tools. The coordination of software-design with instructional design has the potential of significantly enhancing students’ learning while also supporting thedevelopment of teachers’ technological pedagogicalcontent knowledge.
Do Orientation Materials Help Students Successfully Complete Online Courses?
Authors: Tomei Lawrence A. , Hagle Holly , Rineer Ashley , Mastandrea Lisa A , Scollon Jennifer 
Published: May 2011

OCICU is the Online Consortium of Independent Colleges and Universities and consists of five provider institutions which are located throughout the United States and Ireland. This consortium is the first of its kind to exist in distance education. The researchers wanted to understand the importance of orientation materials to successfullycompleting an online course taken from another institution. The review of the literature revealed several factors of teaching online that supported the position that pro-active development of orientation materials is essential to the growth and development of online learning and results in additional revenue to participating institutions.
Emerging Frontiers of Learning Online
Authors: Finger Glenn , Sun Pei-Chen , Jamieson-Proctor Romina 
Published: May 2011

The potential for online education for adult learning have been well argued, and in recent times there have been eLearning initiatives to realise the potential offered by online education. Adult learning institutions, particularly Universities, have adopted and introduced infrastructure to support Learning Management Systems (LMS), Local Area Networks (LAN), Learning Management Content Systems (LMCS), and Virtual Learning Environments (VLE). Following discussion of those eLearning environments, this chapter will suggest that the limitations of those digital systems is leading to the next phase with the development of digitalecosystems conceptualised as learning platforms which keeps learning central, enables interoperability, and forms a base for building upon through use of new technologiesand increased capabilities of educators to use informationand communication technologies (ICT) for curriculum, pedagogy and assessment (Ingvarson & Gaffney, 2008).Digital ecosystems enable the integration of student administration, LAN (requiring teacher and student loginsand passwords), VLE, content repository, community links, utilise Web 2.0 (social networking) technologies, and can have the adult learner as the central focus of the design of the platform and its functionalities. Subsequently, the chapter draws upon the findings of a research project (Sun, Tsai, Finger, Chen, & Yeh, 2007) which identified the critical functionalities for eLearner satisfaction to provide suggestions that the architecture and design of an eLearning system should be informed by the adult learners’ perceived usefulness of the system (Pitnuch & Lee, 2006). More recently, the presentation of face to face teachingand online learning as alternatives has been superseded by conceptualisations of blended learning. Through presenting these learning environments in terms of their possibilities and limitations, and the emergence of blendedlearning, implications for adult learning will be synthesised.
New Functions for Stimulating Learners' Motivation in a Web-Based e-Learning System
Authors: Matsuo Keita , Barolli Leonard , Xhafa Fatos , Koyama Akio , Durresi Arjan 
Published: May 2011

Due to the opportunities provided by the Internet, people are taking advantage of e-learning courses and during the last few years enormous research efforts have been dedicated to the development of e-learning systems. So far, many e-learning systems are proposed and used practically. However, in these systems the e-learningcompletion rate is low. One of the reasons is the low study desire and motivation. In our previous work, we implemented an e-learning system that is able to increase the learning efficiency by stimulating learners’ motivation. In this work, we designed and implemented new functionssuch as: interface changing function, new ranking function and learner’s learning situation checking function to improve the system performance.
From e-Commerce to m-Commerce
Authors: Tan Clarence N.W. , Teo Tiok-Woo 
Published: May 2011

This chapter provides an overview of prevailing trends and developments shaping m-Commerce (mobile commerce) and the wireless economy. A detailed roadmap of the evolving mobile technology landscape is first presented. An intuitive review of the many basic underlying building blocks attempts to demystify the alphabet soup that wireless telecommunications infrastructure is often deemed to be. Interesting mobile Internet deployment and adoption demographics are highlighted. Commercial ramifications of actual and potential wireless application implementations are emphasized. Pertinent issues serving to promote or impede m-commerce take-off are examined. A case study is also included, profiling an industry-leading m-Commerce Web portal.
Getting over "Knowledge is Power"
Authors: VonKortzfleisch Harald F.O. , Mergel Ines 
Published: May 2011

One of the most relevant aspects as to knowledge management is the need to make knowledge workers to actively participate in the diverse processes which are the objects of knowledge management. Especially the motivation to jointly share knowledge and to use the available knowledge of, e. g., colleagues or other third-party experts becomes an important issue for knowledge management in general and above all for business consulting companies which belong to one of the most knowledge-intensive and knowledge management-experienced industries. Therefore, we take a closer look at the importance of incentive systems for knowledge management in the business consulting industry. The findings of our empirical qualitative investigation in 10 leading German business consulting companies show a range of special qualities: First of all and in correspondence with the assumptions in the literature incentive systems do (!) play an important role in this knowledge driven industry. However secondly, there are almost no incentive systems with a special focus on the issue of knowledge. Rather, the existing incentive systems are somehow implicitly expected to guarantee respective behavior of the consultants. Thirdly and finally, in contrast to our expectations and most of the recommendations in the praxis-oriented and theoretical literature for knowledge management the dominant incentives were not immaterial but material. We conclude that the existing long-standing experience with the exchange and use of (new) knowledge, and the special knowledge-oriented culture of business consulting companies do motivate the consultants to share their knowledge and to use the existing knowledge of colleagues. However, in order to implement a more efficient knowledge management which supports the overall strategic goals in dynamic markets the examined business consulting companies should be aware of a special need for additional incentives – even if they do not know yet which incentives this can be and how to implement them.
Statoil's Experience Delivery of MODU Newbuilt Projects
Authors: Jorgensen Espen , Eikill Geir Ove 
Published: May 2011

Abstract
At the end of 2009, Statoil commenced four mobile drilling units (MODU) for operation in the Gulf of Mexico (GOM) and on the Norwegian Continental Shelf (NCS). The MODUs were Aker Spitsbergen, Deepsea Atlantic, Maersk Developer and Discoverer Americas. They were in general (with the exception of Deepsea Atlantic) delivered according to contract, budgets and our internal delivery time predictions. Two more MODUs (COSLInnovator and COSLPromoter) are under construction in China.
Statoil's established a project organization " MODU newbuilt group?? for following up all MODU newbuilt projects from contract award to commencement. The " MODU newbuilt group?? ambition was to carry out task responsibility for all MODU Newbuilt Projects across line organizational task responsibilities to ensure continuity and transfer of experience throughout the entire project period.
The main goal for the MODU group was to deliver newbuilt drilling, completion and intervention units in compliance with established project goals, together with the steering committee and Asset manager group:Deliver new rig concept made for safe and efficient operations.In compliance with MODU's delivery prognosisIn compliance with agreed cost budgetsHigh focus on HSE during the construction period
The goals were achieved and we believe that the MODU group's organization and the applied??hands on?? approach have proved to be a success. The experience is that the detailed follow-up in the yards with the interaction from the " support centre?? in Stavanger during the construction phase was extremely important in order to have full status control when managing the project.

Introduction
In 2006, Statoil, along with other operators, established a strategy for renewal of the Mobile Drilling Unit fleet on the Norwegian Continental Shelf.
Prior to the merger of the two companies, Statoil and Hydro entered into several MODU newbuilt contracts, for MODUs to be used both in the Gulf of Mexico and on the Norwegian Continental Shelf (NCS).
The construction of these units started after the merger, and at that time the responsibility for following up these units was assigned to Drilling Technology (DT), department for Drilling Facilities (DFA).
In order to utilize potential synergy, all newbuilt projects were organized in one common project organisation within DFA called " MODU Projects??, securing cross project experience transfer and learning including optimum use of shared resources.
MODU Project Organisation Model:Establishing a Common Project Management Administration system for:Cost management–Contract administration–Handling of non-conformities–Risk assessment method to identify and follow up the predicted delivery schedule.–Optimize the use of project personnel recourses.One project organisation with one site team for each MODU.Common administration with " on line?? commercial and technical support from project support centre collaboration room to the assembly site offices.
Management of Hybrid Riser Towers Integrity
Authors: Legras Jean-Luc , Saint-Marcoux Jean-Francois 
Published: May 2011

Abstract
Field developments target deeper and deeper waters, for which Hybrid Riser Towers (HRTs) have become one of the solutions investigated almost systematically at bid stage. This is due, particular, to the capability of HRT's to accommodate the requirement for large diameter risers, reduced load on FPSO, demanding flow assurance requirements, and robust layout for later developments phases.
Requirements of Integrity Management (IM) are nowadays at the heart of all offshore development; they are included in the criteria for selection of a riser system. Application of IM principles to a HRT project are summarized with the perspective of the Contractor. The first IM activity is a comprehensive risk assessment which requires the review of all components of the subsea system from wellhead to FPSO; all parts of the preferred architecture of a Bundle HRT (BHRT) are addressed here with emphasis on IM issues and the main failure modes identified.
Finally a typical monitoring system of a BHRT is described as well as inspection; indeed it is from their results that the IM plan can be implemented during the operating phase of the project.

Introduction
HRTs include BHRTs and Single Hybrid Risers (SHRs) which have in common to be anchored in the seabed, include rigid pipe over the most part of the water depth, be tensioned by a buoyancy tank at the top, and linked to a Floating Production Unit (FPU) by a flexible. BHRTs that are mainly considered here are more complex because of the plurality of pipes of the column arrangement and of the specific installation method. Recent applications of BHRTs are offshore West Africa with now more than ten years of operation on the Girassol field, but designs at FEED stage have been made for ultra deep water fields of the Gulf of Mexico and Petrobras Pre-salt offshore Brazil.
A practical example application of an IM plan has been proposed and implemented by Total for the Girassol BHRT's (Chapin, 2005). Since then the industry has set in place a Joint Industry Program (SCRIM JIP, 2007) for the integrity management of Steel Catenary Risers, and the program of this JIP has been extended to cover HRT's. The subject is also addressed in the DNV RP F206. The main IM activities are summarized below.
From the Girassol (Rouillon, 2002) and Greater Plutonio (Sworn, 2005) experience, Subsea 7 (Alliot, Legras, 2006) has analyzed the lessons learned from these bundle HRT based projects. This has lead to an architecture which will be detailed hereafter and screened for the failure modes.
Dynamic risers require attention because of the dynamic nature of their loading, whether this is due to their environment or to the fluid they convey. Companies have long recognized the importance of monitoring these and results are essential input for the fitness statements to be carried out during operation of the riser system.