ethanporcaro/eric-fulltext-meta huggingface dataset:
Encouraging Student Participation in an On-Line Course Using &quot;Pull&quot; Initiatives
Author: Peachey, Paul
Date: 2006-00-00
Type: Journal Articles
Subjects: Student Participation,Student Motivation,Motivation Techniques,Online Courses,Entrepreneurship,Student Interests,Learning Modules,Courseware,Computer System Design,Computer Games,Educational Strategies,Design Preferences,Computer Mediated Communication,Foreign Countries,College Students,Ethnography

This paper presents an empirical study involving initiatives that encouraged students to log onto online courses in entrepreneurship delivered by the University of Glamorgan. The aim of the research was to explore items of interest to the online students that may increase participation in the forums and hence potentially enhanced engagement with the course module. The online tutor created additional forums within the discussion board of the virtual learning environment (VLE) that included a variety of online games and quizzes that were relative to the module topic. The rationale that underpinned this initiative was to reduce the possible blandness of the VLE as perceived by some students. The games and quizzes were carefully designed to enhance knowledge in the subject and thereby provided additional learning opportunities. The initiative was also thought to assist in the formation of an online learning community. The study involved experimentation by the online tutor with subsequent observation of the behavioural patterns of the students. In one module, the dedicated social and games forums attracted 54% of the total postings for the module. The findings suggest that including online quizzes and games that are relevant to the taught subject can increase the participation levels of the students and possibly enhance the learning process. The findings of this study may inform the design, development and delivery of online learning programmes. The findings also inform strategies of good practice in online moderation and may help to reduce withdrawal rates, which are typically high in the field of e-learning (Potashnik and Capper, 1998).
A Cultural Analysis of e-Learning for China
Author: Friesner, Tim
Date: 2004-02-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Technology Uses in Education,Educational Technology,Internet,Bibliographies,Periodicals,Cultural Influences,Teaching Methods,Web Sites,Asian Culture

This e-paper discusses e-Learning for China based upon the experiences of a free content website. Chinese culture, The Internet, and education are discussed using a number of deep links into online bibliographies, online journals and other knowledge objects. A cultural analysis is undertaken and conclusions are made. The future of research into e-Learning for China is considered.
A Change Process at German University--Innovation through Information and Communication Technologies?
Author: Zentel, Peter
Date: 2004-02-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Innovation,Educational Change,Virtual Universities,Technology Integration,Influence of Technology,Educational Practices,Assistive Technology,Multimedia Instruction,Educational Technology,Social Media,Teaching Methods

In this article, we describe the current situation of virtual universities in Germany and pursue the question of whether innovation processes taking place throughout the entire higher education landscape. Our study shows that the integration of ICT [information and communication technologies] not only changes the medial characteristics of the learning environment, but also results in innovations on the micro-, meso- and macro-levels of higher education. The empirical basis of our inquiry is a program sponsored by the Federal Republic of Germany, which promotes the utilization of ICT in universities.
Providing &quot;Quality Care&quot; to International Students through On-Line Communication
Author: Perry, Chris
Date: 2006-00-00
Type: Journal Articles
Subjects: Foreign Students,Computer Mediated Communication,Doctoral Dissertations,Supervisory Methods,Academic Discourse,Virtual Classrooms,Electronic Learning,Individualized Instruction,Acculturation,Educational Quality,Blended Learning,Foreign Countries,Case Studies,Graduate Students

This paper evaluates an approach to dissertation supervision, designed to assist international students with their academic writing. It argues that a blended approach to supervision within a Virtual Learning Environment can provide high quality individualised care not otherwise available. This leads to deeper, critical learning and more meaningful participation in Higher Education.
Using Software Testing Techniques for Efficient Handling of Programming Exercises in an e-Learning Platform
Author: Schwieren, Joachim
Date: 2006-00-00
Type: Journal Articles
Subjects: Computer Software,Programming,Electronic Learning,Higher Education,Foreign Countries,Computer Software Evaluation,College Students,Computer Science,Technology Integration,Tutors,Programming Languages,Blended Learning,Web Based Instruction

e-Learning has become a major field of interest in recent years, and multiple approaches and solutions have been developed. A typical form of e-learning application comprises exercise submission and assessment systems that allow students to work on assignments whenever and where they want (i.e., dislocated, asynchronous work). In basic computer science courses, programming exercises are widely used and courses usually have a very large number of participants. However, there is still no efficient way for supporting tutors to correct these exercises, as experience has shown that correction (and, beyond that, automatic grading) are difficult and time consuming. In this paper we present an enhancement of the xLx platform developed at the University of Muenster to efficiently support tutors in handling Java programming exercises electronically. The new component is based on concepts of automatic static and dynamic testing approaches, well known from software engineering, and provides an automatic pre-correction of submitted solutions. In addition, a tutor is able to annotate solutions manually, by adding comments that are associated with the source code of the solution in an intelligent way. Static tests are based on a compilation of the sources to find syntactical errors, while dynamic tests use test cases defined by tutors during the creation of the exercises and have to be executed correctly on the solutions in order to receive credits for the exercises.
The Social Shaping of a Virtual Learning Environment: The Case of a University-Wide Course Management System
Author: Dutton, William H.
Date: 2004-02-00
Type: Journal Articles
Subjects: Information Technology,Courseware,Higher Education,Case Studies,Electronic Learning,Organizational Change,Innovation,Technology Uses in Education,Correlation,Teaching Methods,Computer Uses in Education,Online Courses,Integrated Learning Systems,College Students,Student Surveys,Interviews

Expectations surrounding the role of e-learning need to be tempered by an awareness of the variety of technical, institutional, social and economic constraints on the innovation process. This paper reports on a case study of the introduction into a university of one of the most central e-learning initiatives in higher education, an enterprise-wide virtual learning environment. Findings identify constraints on innovation and highlight changes likely to evolve from the diffusion of such environments, which can be amplified by interrelated technical changes underway in universities.
ICT and Schools: Identification of Factors Influencing the Use of New Media in Vocational Training Schools
Author: Totter, Alexandra
Date: 2006-00-00
Type: Journal Articles
Subjects: Information Technology,Vocational Schools,Teacher Characteristics,Foreign Countries,Mass Media Use,Teaching Styles,Correlation,Regression (Statistics),Technology Uses in Education,Teaching Methods,Technology Integration,Computer Uses in Education,Questionnaires,Teachers,Test Items,Questioning Techniques,Likert Scales,Constructivism (Learning),Online Surveys,Electronic Learning

In this paper, we analysed teachers' characteristics described in the literature on classroom media use to identify those factors, which can explain teachers' use of new media in classrooms with some degree of validity. Using this literature as a basis, in this paper we develop a theoretical model which describes both positive and negative factors, which influence teachers' use of new media in classrooms. These factors include: &quot;constructivist teaching style&quot;, &quot;willingness to cooperate&quot;, &quot;openness to change&quot;, &quot;lack of ICT-competence&quot;, &quot;lack of time&quot; and &quot;lack of ICT confidence&quot;. We assessed the validity of the model by testing it using data collected from a survey of fifty-two Swiss and Austrian teachers, We carried out Pearson correlations to evaluate whether the factors in the model had a positive or a negative influence on teachers' classroom media use. The hypothesized correlations between our variables were all statistically significant. Specifically, all six variables were significantly correlated with the dependent variable &quot;use of new media in classrooms&quot;. This result supported our hypothesis concerning positive and negative relationships between variables. In a second, exploratory investigation, we performed OLS regression analysis to investigate, which of the factors in our model are of predictive value with respect to the dependent variable &quot;use of new media in classrooms&quot;. Our findings show that the variable &quot;constructivist teaching style&quot; was of particular explanatory value. This suggests that only teachers who adopt a pupil-oriented, constructivist teaching style are likely to make use of new technology in classrooms. The variable &quot;lack of available time&quot; was identified as a second important factor influencing the &quot;use of new media in classrooms&quot;. This suggests that teachers are not able to make full use of new media when they lack the time needed to prepare teaching material using the new media, since time is also needed for teachers to learn new hardware and software computer skills. The results of this study have a series of important, practical implications.
Using an Online Games-Based Learning Approach to Teach Database Design Concepts
Author: Connolly, Thomas M.
Date: 2006-00-00
Type: Journal Articles
Subjects: Computer Games,Database Design,Concept Formation,Computer System Design,Design Requirements,Educational Principles,Skill Development,College Programs,Teaching Methods,Online Systems,Educational Environment,Problem Based Learning,Constructivism (Learning),Educational Technology

The study of database systems is typically core in undergraduate and postgraduate programmes related to computer science and information systems. However, one component of this curriculum that many learners have difficulty with is database analysis and design, an area that is critical to the development of modern information systems. This paper proposes a set of principles for the design of a games-based learning environment to help the learner develop the skills necessary to understand and perform database analysis and design effectively. The paper also presents some preliminary results on the use of this environment.
The Entrepreneurial Legacy for e-Learning
Author: Hebel, Misha
Date: 2004-00-00
Type: Journal Articles
Subjects: Entrepreneurship,Electronic Learning,Blended Learning,Technology Uses in Education,Case Studies,Foreign Countries,Educational Technology

At last year's ECEL [European Conference on e-Learning] conference e-Learning in practice was often concluded to be more e-Teaching in that it focused on delivery and technology, with relatively little attention paid to the context of learning or the long-term consequences. This paper uses the example of a highly entrepreneurial company, who have adapted their business model, previously developed to deliver content to a consumer audience, to an e-Learning context. The paper posits a need to return to a more creative and entrepreneurial mindset in the understanding of the use and deployment of e-Learning within an organisation.
A Dual Perspective on an Online University Course
Author: Lindh, Jörgen
Date: 2004-02-00
Type: Journal Articles
Subjects: Online Courses,Teaching Experience,Student Experience,Student Attitudes,Teacher Attitudes,Online Surveys,Questionnaires,Cognitive Style,Course Evaluation,Participant Satisfaction,Electronic Learning,College Programs,Foreign Countries

This study investigates how students and their teacher experience online courses and whether both parties perceive similar advantages and disadvantages in online learning. Both parties consider geographical independence advantageous and express the need for a well-structured course; this includes the administration as well as the content. Individual learning styles and approaches to learning play an important part in achieving success; students' computer skills and technical knowledge may also affect a successful outcome.
An Initial Evaluation of Student Withdrawals within an e-Learning Environment: The Case of e-College Wales
Author: Jones, Paul
Date: 2004-02-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Withdrawal (Education),Student Attrition,Electronic Learning,Educational Environment,Questionnaires,Entrepreneurship,Performance Factors,Dropout Research,Semi Structured Interviews,Gender Differences,Age Differences,Student Employment,Student Experience,Etiology,Content Analysis,Qualitative Research,Statistical Analysis

The proliferation of e-Learning programmes on offer within the UK raises critical issues that have yet to be fully addressed in terms of the nature of learning, effective pedagogy, learning expectations and student profile. The amalgamation and influence of these factors is also having an impact upon student retention. This paper examines student withdrawals associated with the online BA Enterprise programme initiative designed by the University of Glamorgan, which aims to help improve the entrepreneurial capacity of Wales. Utilising content analysis of student questionnaires at one of the University's delivery partners, eight prime cases for student withdrawal were identified including factors such as technical problems, pressure of work and lack of time. The paper concludes by identifying strategies to manage these barriers to e-Learning.
CaseMaker: An Environment for Case-Based e-Learning
Author: Orngreen, Rikke
Date: 2004-02-00
Type: Journal Articles
Subjects: Case Method (Teaching Technique),Electronic Learning,Teaching Methods,Case Studies,Business Administration Education,Multimedia Instruction,Multimedia Materials,Courseware,Role Playing,Simulation,Data Analysis,Design Preferences,Computer System Design,Foreign Countries

Experience with case teaching, both at the Copenhagen Business School and also on a more large scale world basis, shows that students often do not carry out the kind of high level analysis of a case, which the case teaching paradigm claim it can encourage. Also, as the worlds of digital, multimedia and web-based educational environments emerge, case teachers want to use more than just paper-based cases, but have found that developing multimedia web cases is not a trivial matter. CaseMaker is an e-Learning environment, which supports: 1) Teachers in the development of cases. 2) Students in individual and collaborative analysis of cases. The system is currently under development and this paper reports on our first analysis and design phases, discussing the many possibilities and problems of case-based e-Learning.
e-Learning Business Research Methods
Author: Cowie, Jonathan
Date: 2004-02-00
Type: Journal Articles
Subjects: Research Methodology,Electronic Learning,Business Administration Education,Methods Courses,Web Based Instruction,Learning Modules,Integrated Curriculum,Interdisciplinary Approach,Curriculum Design,Design Preferences,Teaching Methods,Educational Principles,Educational Resources,Course Organization,Foreign Countries,Undergraduate Students

This paper outlines the development of a generic Business Research Methods course from a simple name in a box to a full e-Learning web based module. It highlights particular issues surrounding the nature of the discipline and the integration of a large number of cross faculty subject specific research methods courses into a single generic module. The design philosophy of the e-Learning course is then outlined and the rapid development task force event that was central to the final development is described. The paper concludes with five key reflections on the whole development process.
Navigation and Ownership for Learning in Electronic Texts: An Experimental Study
Author: Armitage, Ursula
Date: 2004-02-00
Type: Journal Articles
Subjects: Electronic Learning,Electronic Publishing,Navigation (Information Systems),Usability,Design Requirements,Computer System Design,Courseware,Experimental Programs,College Students,Computer Science Education,Student Responsibility,Active Learning,Educational Benefits,Factor Analysis,Questionnaires

Feelings of ownership for learning are an important part of the learning process and should be encouraged in e-Learning environments. This paper presents two experimental studies investigating the effects of navigation aids on ownership for learning with electronic texts. Experimental findings revealed that designers should not assume that allowing learners greater control over their navigation through higher navigational freedom, or the ability to create their own navigation aids, will increase feelings of ownership for learning with electronic texts. The results of these studies have implications for those designing navigation in educational electronic texts.
A Government Crossing the Digital Divide to Promote ICT for Adult Learners
Author: Neville, Karen
Date: 2004-00-00
Type: Journal Articles
Subjects: Adult Learning,Government Role,Access to Computers,Web Based Instruction,Technology Uses in Education,Qualitative Research,Case Studies,Computer Literacy,Needs Assessment,Educational Needs,Interviews,Group Discussion,Observation,Skill Development,Barriers,Foreign Countries,Grounded Theory,Questionnaires

The importance of information and communication technology (ICT) for modern business cannot be questioned and has lead ICT professionals to design, develop, implement and support ICT infrastructures in both the public and private sectors. Organisations, universities and therefore governments face the enormous difficulty of trying to achieve successful training programmes in areas such as ICT and subsequently increased employee numbers and the acceptance of technology by mid-career employees. WBT [Web-based training] systems do provide numerous benefits to both the trainer and the learner. Theoretically, the systems are limited only by the technology utilized by the participants involved. These systems can be customized to the requirements of the end-users providing both participative and didactic training. They foster collaboration and reduce the boundaries of the traditional training or education model. Conversely, as with the most profound examples of technological breakthroughs, there are issues or disadvantages that should be addressed before investing in another &quot;solution&quot;. However this research conducts an analysis of a case organisation targeted by a government wishing to eliminate barriers to the acceptance of ICT by mid-career employees.
The Use of Templates to Manage On-Line Discussion Forums
Author: Ali, Shafqat
Date: 2004-02-00
Type: Journal Articles
Subjects: Discussion (Teaching Technique),Computer Mediated Communication,Higher Education,Electronic Learning,Web Based Instruction,Online Courses,Facilitators (Individuals),Asynchronous Communication,Cooperative Learning,Computer System Design,Usability,Database Management Systems,Teaching Methods,Models

In higher education, online discussions are an integral part of collaborative based e-Learning systems. However, there can be problems associated with current online discussion models. For example, it can be easy to set open-ended discussions which attract little participation and assessing contributions can be difficult or time-consuming. Students may not achieve the expected learning outcomes without proper structure and management in online discussions. This paper proposes a web-based environment for online discussions where the facilitator can structure each discussion according to its nature and learning requirements using already designed templates. Features include setting mandatory sections to address, assessment weighting, release dates and archiving options. Students can prepare and post their messages and responses using the discussion forum interface. The facilitator may assess students' messages, mark them and release them to other responders for review. The discussion can be automatically archived for further discussion or reference. Students should find the proposed structured online discussion model easier to follow, while the facilitator will have more control over the activity and find it easier to assess and re-use. Templates can help in structuring this process.
The Development of Language for Implementing IT within a Learning Organisation
Author: Small, Adrian
Date: 2004-02-00
Type: Journal Articles
Subjects: Technology Planning,Programming Languages,Management Information Systems,Grievance Procedures,Organizational Change,Business Communication,Systems Development,Information Technology,Computer System Design,Design Preferences,Organizational Development,Business Education,Interviews,Ethnography

This paper explores the role that language can play in the development of technologies or other processes within an organisation. Examples and lessons from the literature of the learning organisation are looked as a key in the development of language. The paper uses a practical example of a customer complaints management system to demonstrate how the theoretical insights discussed in this paper can be put into practice. Finally the authors propose that a common organisational language can be developed. Then the design and use of IT for learning within organisations can be achieved.
Web Services Architecture for M-Learning
Author: Sharma, Sushil K.
Date: 2004-00-00
Type: Journal Articles
Subjects: Telecommunications,Technology Uses in Education,Handheld Devices,Educational Technology,Electronic Learning,Computer Software,Web Based Instruction,Teacher Student Relationship,Information Management

The academic environment is undergoing a major shift, as increasing numbers of schools are ready to offer courses using mobile technology for economic and other reasons both from an instructor and student perspective. The mobile learning (m-learning) approach would necessitate changes in pedagogy, educational roles, curricular content, and classroom practices. In addition, it would also require different system architecture because it would demand massive integration of software systems. This paper presents a method for exploiting web services architecture for m-learning.