The Electronic Journal of e-Learning provides perspectives on topics relevant to the study, implementation and management of e-Learning initiatives
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Journal Article

Supporting staff using WebCT at the University of Birmingham in the UK  pp1-10

Tracy Kent

© Nov 1999 Volume 1 Issue 1, Editor: Roy Williams, pp1 - 50

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Abstract

At the University of Birmingham, Information Services, together with the Staff Development Unit and the Learning Development Unit have been working together to set up a number of initiatives to support staff to use WebCT to underpin its learning and teaching strategy within a flexible framework. The framework seeks to invest in developing appropriate skills and training for University staff to ensure that the quality of the content and the communication tools within the WebCT environment are fully exploited to enhance the student learning experience. Developments include the establishment of an e‑Learning module, team based projects from the Learning Development Unit and a WebCT training and support pathway.

 

Keywords: WebCT, Academic and support staff training, e-Learning in higher education, University of Birmingham

 

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Journal Article

Interactive Technology Impact on Quality Distance Education  pp35-44

Samer Hijazi

© Nov 1999 Volume 1 Issue 1, Editor: Roy Williams, pp1 - 50

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Abstract

This paper reports on a study to determine if existing technology is adequate for the delivery of quality distance education. The survey sample was 392 respondents from a non‑traditional graduate level. The study included 15 descriptive questions on course assessment and satisfaction. The three hypotheses used Chi‑square to find relationships between interactivity and three other variables: progress, communication mode, and the desire to take another course. Responses showed that taking a distance education course was worthwhile. Findings, recommendations and conclusion are included.

 

Keywords: Distance Education, Quality, Interactive, Technology Assessments, E-learning, Interactivity

 

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Journal Article

Outline and Evaluation of a Joint European and Canadian Virtual Mobility: e‑Learning Project  pp35-42

Alan Hilliard

© Feb 2006 Volume 4 Issue 1, Editor: Shirley Williams, pp1 - 111

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Abstract

The "virtual mobility" project was created as part of a joint Canadian and European Commission funded project to explore cross‑cultural clinical curricular developments in the radiation sciences. The aim of the project was to facilitate student learning of the cross‑cultural differences in the delivery of healthcare within the disciplines of diagnostic radiography and radiotherapy. The project was delivered as case study group work, on‑line via the virtual learning environment (VLE) "Blackboard". Upon completion of the project, participants and staff facilitators were encouraged to complete an on‑line questionnaire, which was used to inform future improvements.

 

Keywords: Partnerships in e learning cross-cultural education on-line collaboration group work

 

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Journal Article

Using an Online Games‑Based Learning Approach to Teach Database Design Concepts  pp104-111

Thomas M Connolly, Mark Stansfield, Evelyn McLellan

© Mar 2006 Volume 4 Issue 1, Editor: Shirley Williams, pp1 - 111

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Abstract

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 diffi‑ culty 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.

 

Keywords: Collaborative e-learning innovative teaching and learning technologies for web-based education e- pedagogy design and development of online courseware

 

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Journal Article

e‑Learning System Overview based on Semantic Web  pp111-118

Yas A. Alsultanny

© Jan 2007 Volume 4 Issue 2, Editor: Shirley Williams, pp111 - 148

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Abstract

The challenge of the semantic web is the provision of distributed information with well‑defined meaning, understandable for different parties. e‑Learning is efficient task relevant and just‑in‑time learning grown from the learning requirements of the new dynamically changing, distributed business world. In this paper we design an e‑Learning system by using a semantic web and show how the semantic web resource description formats can be utilised for automatic generation of hypertext structures from distributed metadata. It is primarily based on ontology‑based descriptions of content, context and structure of the learning materials and thus provides flexible and personalised access to these learning materials.

 

Keywords: e-Learning, semantic web, ontology, education hypermedia

 

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Journal Article

Establishing Effective e‑Learning Communities within the Teaching Profession: Comparing Two Projects to Discover the Necessary Ingredients.  pp119-126

Ros Evansand Eileen Bellett

© Jan 2007 Volume 4 Issue 2, Editor: Shirley Williams, pp111 - 148

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Abstract

This article sets out to compare and contrast two different projects, aimed to get primary teachers collaborating online, with respect to advice from research on how to engage participants. The first project tried to encourage teachers in small rural schools to share ideas for the implementation of the National Numeracy Strategy. The second was intended to provide a platform for teachers to develop materials for the teaching of religious education in the classroom. There appears to be four 'necessary ingredients' for the successful establishment of e‑learning communities within practising teachers. These include: face‑to‑face meetings; high quality IT support; outcomes, which are of real benefit to participants; adequate funding. The outcome of the comparison is felt to add to the knowledge of how to encourage participation in online forums within a context outside those normally researched. As such it should help those trying to design similar projects in the future.

 

Keywords: Online collaboration, online forums, face to face meetings, project ownership, Religious Education, National Numeracy Strategy, mixed age classes

 

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Journal Article

Developing the Communities of Practice, Framework for On‑Line Learning  pp133-140

Pam Moule

© Jan 2007 Volume 4 Issue 2, Editor: Shirley Williams, pp111 - 148

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Abstract

Doctoral research considered whether healthcare students were able to develop characteristics of Communities of Practice when engaged in an interprofessional online module. Using a case study approach the research included two phases. Within phase one a questionnaire was administered to the group of 109 healthcare students. These were analysed to gain information on which to base sampling for the subsequent phase. Phase two employed three strands of data collection; five students completed an online diary, the online interaction of seven students was captured on a discussion board and three students were interviewed. Data were analysed using a form of pattern matching. The results suggested students were able to develop the essential elements of Communities of Practice. This was not uniformly seen however, and particular issues emerged for the online community. This paper focuses on discussing the contribution of the research to the development of the Communities of Practice framework for online learning. The discussion will review the main findings of the research, showing how these have led to the development of the theory. It offers an augmented framework, in which the elements of mutual engagement, joint enterprise and shared repertoire are enhanced to include those facets necessary to support an online learning community. Finally, it is suggested that the augmented framework may have applicability to other professional groups engaging in online learning and working, with consideration given to how it might support e‑based communities.

 

Keywords: Online learning, communities of practice, higher education, case study research

 

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Journal Article

Applying Web‑Enabled Problem‑Based Learning and Self‑Regulated Learning to Enhance Computing Skills of Taiwan's Vocational Students: a Quasi‑Experimental Study of a Short‑Term Module  pp148-157

Pei-Di Shen Tsang-Hsiung Lee, Chia-Wen Tsai

© Aug 2007 Volume 5 Issue 2, Editor: Shirley Williams, pp87 - 173

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Abstract

Contrary to conventional expectations, the reality of computing education in Taiwan's vocational schools is not so practically oriented, and thus reveals much room for improvement. In this context, we conducted a quasi‑experiment to examine the effects of applying web‑based problem‑based learning (PBL), web‑based self‑ regulated learning (SRL), and their combination to enhance students' computing skills in a short‑term module of deploying Microsoft Word. Two classes of 106 first‑year students were divided into 2 (PBL vs. non‑PBL) × 2 (SRL vs. non‑SRL) experimental groups. Results were generally positive. This study thus provided a significant illustration of a promising design and implementation of chosen web‑based pedagogies for a short‑term module. With limitations in mind, we hope that the lesson learned is also useful for those teachers engaged in e‑learning, specifically, in vocational schools.

 

Keywords: web-based PBL, web-based srl, e-learning, vocational students, computing education, short-term module

 

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