bluuebunny/crossref_metadata_2025_split huggingface dataset:
The Effectiveness of Scaffolding in a Web-Based, Adaptive Learning System
Authors: Chang Mei-Yu , Tarng Wernhuar , Shin Fu-Yu 
Published: May 2011

This study combined ideas from learning hierarchy andscaffolding theory to design a web-based, adaptivelearning system to investigate the effectiveness ofscaffolding for elementary school students having different levels of learning achievement. The topic chosen forlearning was the Three States of Water. A quasi-experiment was conducted. In this experiment, students were divided into three groups: control group (without scaffolds), experimental group A (scaffolds providing by on-line conversation) and experimental group B (scaffolds providing by face-to-face conversation). The experimental results showed significant improvement for students afterthey had studied using the web-based, adaptive learningsystem. Specifically, scaffolds in the form of face-to-face conversations greatly enhanced the learning of high-achievement students. However, there were no significant differences between the low-achievement students with or without the provision of scaffolds. It was also discovered that the web-based, adaptive learning system could help students develop their learning responsibility.
Student Perceptions and Pedagogical Applications of E-Learning Tools in Online Course
Authors: Chou C. C. 
Published: May 2011

This study explores student views of various E-Learningtools as teaching and learning media in an online course for pre-service and in-service teachers. This chapter also examines the pedagogical applications of E-Learning toolsin an online course. The capabilities of a system that allows meaningful interaction, reflection, personal identification,and a sense of community play a key role in the degree of social presence. This study highlights some key findings regarding the efficacy of E-Learning tools from studentperspectives and make recommendations for futurepedagogical practice.
A Learning Platform for the Introduction of Remote Sensing Principles in Higher Education
Authors: Adaktilou Nektaria , Cartalis Costas , Kalkanis George 
Published: May 2011

The goal of this study is the presentation of a learning toolfor satellite Remote Sensing. The target group of thelearning platform is students of Higher Education Institutions in Greece. The purpose of this work is to use technology as a way to create an environment in which students can learn by doing, receiving feedback, continually refining their understanding and building knowledge. Thelearning environment is interactive and supports collaborative experiences. Evaluation constitutes a key element of the entire work, as a means to investigate, provide evidence and make judgments about the tool’s effectiveness and benefits. A series of features characterizing the learning platform have been considered in order to assess its function and potential usability. Thescores achieved showed that the platform’s design and structure were quite satisfactory and indicated its potential use as a good learning tool for the distribution of knowledge in the field of remote sensing.
Use of Wikis to Support Collaboration among Online Students
Authors: Alden Jay 
Published: May 2011

The emergence of Web 2.0 technologies with its emphasis on social networking has presented an opportunity for academic institutions to take advantage of new tools tosupport educational courses. One of these tools is a Wiki. This chapter discusses the merits and challenges of using a Wiki to support the activities of students during group projects. It shows the importance of student collaborationin online courses by fostering deeper learning, producing higher quality team products, and preparing students for today’s collaborative workplace. The chapter focuses on the best practices of faculty from setting up the Wiki at the onset through the final phase of evaluating the group product and the individual contribution of individual team members. It also discusses a number of ways in which Wiki-supported collaborative activities can be introduced into online courses and the criteria for selecting particular Wiki products for an institution.
Exploration on E-learning Methods and Factors Hindering their Usage
Authors: Wang Chengbo 
Published: May 2011

For supporting the effectiveness and efficiency of the students’ learning and the educators’ teaching, as a favored approach in recent years, e-learning technology has been widely used in the academic institutes. However, with regarding to the students community, how much they use the e-learning technology, what types of e-learningmethods are being mainly used by the students, as well as the barriers for enjoying the advantages of e-technology, remain interesting topics for the educators to explore. This article, by focusing on these issues, through aninvestigation among the students within a higher education institute, presents an understanding regarding the usage of e-learning methods, and the factors hindering the efficacy of their usage among the students, as well as a primary analysis on the usage difference between undergraduate and postgraduate students.
Using On-Line Discussion to Encourage Reflective Thinking in Pre-Service Teachers
Authors: Holdan E. Gregory , Hansen Mary 
Published: May 2011

Discourse has been thought to be an essential aspect of high quality education (Bean & Stevens, 2002; Harkness, D’Ambrasio & Marrone, 2006; Wade, Fauske & Thompson, 2008; NCTM, 2000; Heller, 2004). But because the teaching profession is sometimes one of isolation and disconnecteness (Wong & Wong, 2001; Zmuda, Kuklis & Kline, 2004; Sparks & Hirsh, 1997), teachers may not get opportunities to engage in thoughtful discourse. With advances in on-line education, however, teachers who might otherwise not have opportunities to engage in meaningful, reflective discourse about teaching and learning can easily, and at their own relative convenience, do so. Through an on-line venue, teachers can get involved in substantive communication about teaching and learning, address valid and invalid preconceptions about the profession, and work to improve their practice through directed meta-cognitive reflective activities.
Synchronous Hybrid E-Learning
Authors: Negash Solomon , Wilcox Marlene V. , Emerson Michelle 
Published: May 2011

An empirical analysis in the form of a pilot study was conducted to compare a complex information technology course taught in a synchronous hybrid e-learning environment with one taught in a traditional classroom. The aim of the pilot study was to explore whether virtual learning environments (VLEs) are ready for teachingcomplex courses. Three courses taught during the summer semester of 2006 were used for the study; the results indicate the promise of synchronous hybrid e-learning forcomplex courses. Self-efficacy and satisfaction were also examined, and no differences were found between students in the two learning environments. Directions for future research were proposed to further evaluatesynchronous hybrid e-learning environments.
Integrating Classroom and Online Instruction in an Introductory American Government Course
Authors: Engstrom Richard 
Published: May 2011

This case outlines the author’s experience teaching a large Introduction to American Government course using a hybridclassroom/online approach. The benefit of adding a set ofonline modules to the course was that students were able to engage the material in ways that are more readily available in traditional, smaller sections of a course. The rationale behind each module, as well as the problems andsuccesses that accompanied each of them, are presented. Finally, the technical and human challenges that accompany the approach and the overall benefits of adopting hybrid approaches to teaching and learning are discussed.
Teaching Criminology and Police Science for Postgraduate Students at the Ruhr- University Bochum, Germany
Authors: Ziegleder Diana , Feldmann-Hahn Felix 
Published: May 2011

This case study looks at the postgraduate program inCriminology and Police Science at the Ruhr- UniversityBochum, Germany. This practice oriented course of study is designed as a distance learning course (blended learning)and therefore focuses on techniques of e-learning. Thecase study describes the history of origins and examinesthe educational situation before this master’s program was established and how an idea became reality. It is one ofthe very few possibilities in Germany to receive a deeper insight into criminology and police science. Despite the fact, that the students are all professionals and thus working mostly full time, the technical premises make a discourse possible as in on-campus programs. These innovative forms of learning are the focal point of the following case study. It is our aim to provide insight into how a master’s program could be set up and to promote new concepts of e-learning in the field of criminology.
The Social Psychology of Online Collaborative Learning
Authors: Ashcraft Donna , Treadwell Thomas 
Published: May 2011

Many social psychological phenomena that are found in face-to-face group work are also found in online group work (i.e., collaborative learning). In this chapter, we describe some of these more common phenomena, including social loafing, social categorization, and a variety of cognitive distortions. We also describe the stages that groups go through in order to become fully functioning teams. Because some of these experiences are unpleasant for both the instructor and the student, both faculty andstudents sometimes resist the use of collaborativelearning. Furthermore, because of the anonymous nature of online group work, these negative experiences can be magnified. We therefore make recommendations on how best to respond to and resolve them. We specifically draw on our experiences with Collaborative Online Research andLearning (CORAL) in order to demonstrate these phenomena and recommendations. CORAL is a teaching/learning method that integrates two course topics through assignments. Teams of students at two universities must complete together by utilizing video conferencing and other online tools.
What Factors Promote Sustained Online Discussions and Collaborative Learning in a Web-Based Course?
Authors: Wang Xinchun 
Published: May 2011

Although the pedagogical advantages of online interactivelearning are well known, much needs to be done in instructional design of applicable collaborative learningtasks that motivate sustained student participation andinteraction. This study investigates the factors that encourage student interaction and collaboration in both process and product oriented computer mediated communication (CMC) tasks in a Web-based course that adopts interactive learning tasks as its core learningactivities. The analysis of a post course survey questionnaire collected from three online classes suggest that among others, the structure of the online discussion, group size and group cohesion, strictly enforced deadlines, direct link of interactive learning activities to the assessment, and the differences in process and product driven interactive learning tasks are some of the importantfactors that influence participation and contribute tosustained online interaction and collaboration.
Fostering Successful Learning Communities to Meet the Diverse Needs of University Students
Authors: Braidic Silvia 
Published: May 2011

This paper introduces the reader on how to fostersuccessful learning communities to meet the diverse needsof university students by creating a brain based onlinelearning environment. Students come in all shapes and sizes. At the university level, students enrolled in online programs, have made a choice to do so. Today, online education is a unique and important venue for manystudents wishing to continue (or start) their education. It is part of a new culture with many distinct characteristics (Farrell, 2001). For instructors, online instruction creates its own set of challenges in terms of the course design and implementation. The author hopes that developing an understanding of how to create a brain based onlinelearning environment will inform the reader of ways to foster successful learning communities to most effectivelymeet the diverse needs of the students it serves.
Learning With Online Activities
Authors: Abdallah Salam 
Published: May 2011

Learning through social interactions and critical thinking is becoming a fundamental teaching approach, especially for adult students. This approach promotes holistic and deeper understanding for the subject being learned. Onlinetechnologies are offering us new opportunities to create communities of inquiry that allow for more active learningthat enhances students’ critical thinking. This article introduces an exploratory case in a Middle Eastern context that uses multiple online activities to supplement and strengthen the students’ face-to-face learningenvironment. This interpretive case discusses the students’ perceptions of their experience when using onlineactivities. The case indicates that students improved theirlearning, are very positive about their first interaction withonline activities and would like to see it as a standard practice to supplement their face-to-face learning.
Issues in Implementing Online Education in a Developing Country
Authors: Bristol Tim 
Published: May 2011

This article highlights the issues that may arise whenimplementing online education in a developing country. In 2005, Faculté des Sciences Infirmières (FSIL) opened in Leogane, Haiti. The mission of this school is to provide nursing professionals for the country of Haiti, especially the southern half of the country. This facility was built with funds from the United States Agency for International Development (USAID) and is managed by the l’Université Episcopale d’Haïti. The school maintains a curricular format similar to that of baccalaureate nursing programs in the U.S. Haiti is in great need of health care professionals. In Haiti, there are 11 nurses per 100,000 population. In the U.S. this ratio is 770 per 100,000. Given that infant mortality is 10 times worse than that in the U.S. and that the lifespan is 15-20 years less, the need for qualified health care professionals is overwhelming. Even though the income of FSIL is 1/3 what is actually needed, the school has managed to keep enrolling students and maintaining the facility. They have also managed to maintain a computer lab with 13 computers and a stable satellite Internet connection. The author visited the campus in July of 2007. The purpose of this initial visit was to evaluate the information technology structure and the capabilities of the staff and students to determine what if any connections could be made between American nursing programs and FSIL. A SWOT analysis was conducted to assess internal strengths and weaknesses for FSIL as well as external Opportunities and Threats related to using E-learning to enhance FSIL.
Adult Learners, E-Learning, and Success
Authors: Hsu Hsu , Hamilton Karin 
Published: May 2011

Adult learners have a set of specific and unique needs, andare different from traditional college students. Possessing greater maturity, interest in learning, and also career andlife-oriented objectives, they have different expectations for their education, as well as different backgrounds andgoals. This chapter examines what adult learners are, theories of adult learning, and the applicability of onlinelearning to adult learners. Specific teaching methods andtechniques are discussed for online and hybrid distancelearning courses, as well as hybrid arrangements; encompassing teaching methods, types of exercises andactivities, intensive course structures, block scheduling, andthe use of modular course segments. Examples from anadult learner hybrid distance learning undergraduateprogram, Fairleigh Dickinson University’s Global Business Management, are also provided. Future trends and areas for further research conclude the chapter.
Instructor Presence in Online Distance Classes
Authors: Lear Janet 
Published: May 2011

Instructor presence are words that call to mind a professor at the front of a classroom lecturing to a room full of students. Today the image associated with instructorpresence is quite different. The vision is one of an individual engaged with the student, leading, and mentoring students, and facilitating classes either visibly in the classroom or invisibly in the online environment. Instructorpresence is a broad phrase that refers to the instructor’s jobs of structuring and presenting the materials as well as providing feedback and engaging with the student academically through e-mail, by telephone, or by instant messaging either text or video. The roles are different but the outcome is the same, student learning. Gone are the days where the instructor was the center of the class, lecturing and passing along knowledge to students. Because today’s learner is actively involved in the building of new knowledge, learning is more student-focused. As the environment changes, the instructor assumes a variety of roles from designer to facilitator to mentor. The new roles are the same for both instructors in the face-to-face classroom and instructors in the online environment.Instructors for classes in the online environment cannot just compile a site for the class with materials available to the students. Instructors need to have an online presenceas they facilitate the class mentoring students, providing activities, encouraging students, and communicating with student on a regular basis.
The Perfect Blend?
Authors: Di Scala Roberto 
Published: May 2011

This chapter tackles the implementation of the way onlinecourses of English language are structured within the on-line degree courses of the University of Modena and Reggio Emilia in Italy. Moving from a double theoretical framework grounded on the links between e-learning and communication and between e-learning and multimedialearning, The author will outline the basic features of thecourse the author is currently teaching. Besides thestandard tools provided by the university platform (thecourse portal and forum and the course content slides), he has added some ‘external’ tools to offer students further possibilities to interact and take an active role in thelearning environment which thus becomes actually ‘blended.’ By making practice of the language through posting comments on a dedicated blog and by exchanging impressions and making queries at a number of Skype-mediated meetings, instructor and students can further interact and create a stronger ‘studying community.’
When Distance Technologies Meet the Student Code
Authors: Wherry Peg , Lundberg Windes Deborah 
Published: May 2011

This case study outlines problems with student conduct in an online undergraduate program and explains how astudent code was applied to resolve the issues and institute procedures to reduce future incidents of academic dishonesty and incivility. The study describes several instances of student misconduct and explains how online program administrators responded by improving communication with both students and faculty and by modifying course design and development processes as well as instructional practices. It also reports on how other administrators assisted in handling resolution and discipline. While technology itself may both complicate themaintenance of conduct standards and provide new ways to protect academic integrity, this study demonstrates thatthe introduction of technology should not change the rules.
Wired for Learning—Web 2.0 for Teaching and Learning
Authors: Chen Irene , Kidd Terry T. 
Published: May 2011

This is an introductory discussion into Web 2.0 technologiesfor teaching and learning. It is based on a review of the current literature and thinking around Web 2.0 and its potential in education. There has been a surge in internet services that attract the label “Web 2.0”. Wide acceptance of this term implies that together these services identify a change in the nature of the World Wide Web. This report seeks to define Web 2.0 and how it can used. Consideration is also given to how these new technologies create opportunities for educational practice. Because these opportunities are not yet being widely taken up, the present discussion focuses on identifying challenges that may be impeding adoption of Web 2.0 ideas in teachingand learning.
Genesis Pipeline Crawlers: Pigging the Unpiggable
Authors: Kenney Andy 
Published: May 2011

Abstract

Description
The paper reviews the work of SIG Ltd. to deploy appropriate sensor systems for inspections in pipelines hitherto considered unpiggable.

Application
Many pipelines cannot be internally inspected because of reductions/changes in ID, extreme angles, 90-degree mitre bends, T- and Y-junctions or simply having access for pigs without a recovery point. They may be empty, gas filled, without flow or flow in the "wrong" direction and so large sections are unpiggable.
SIG's range of high-powered, tethered, brush-tractor crawlers are delivery systems for applications including internal inspection, cleaning and, later, repair. The first 16" and 10" units of this game-changing technology start operations in Q3/4 2010 but this innovative drive-system can be configured to power units from 4-6" and to 42" or beyond.
The brush-drive system copes with internal pipeline irregularities caused by corrosion, sedimentation and changes in ID. Articulated propulsion and sensor-carrying modules allow the vehicle to negotiate 90 deg bends. Only one access point is needed for both insertion and recovery as crawlers can reverse.
Crawlers are designed as internal pipeline cleaning and delivery systems with extremely high traction (5-20 tonne pull) and long-range capability (4 -8 miles, depending on pipeline geometry). They operate independently of pipeline flow; with the flow (at the vehicle's own speed), against it and also with no flow in empty pipelines.
High traction power allows them to work in vertical pipelines, allowing examination of risers, and to remain stationary for extended periods in any attitude to monitor regions of high stress, such as pipeline touchdown points, over time.
Integrated operational payloads carried are designed to best address clients' requirements; multiple sensor packages can include MFL, UT, electromagnetic acoustic transducers (EMAT) or other pulsed EM and acoustic systems plus optical/laser systems and so reduce operational time and cost by performing several tests in one single pass.

Results
Full scale field trials/operations start October/November 2010; results will be incorporated into the final paper for OTC 2011.

Significance
Full operational capabilities of these vehicles will be detailed in the final paper confirming their usefulness in inspecting hitherto unpiggable pipelines.