The Electronic Journal of e-Learning provides perspectives on topics relevant to the study, implementation and management of e-Learning initiatives
For general enquiries email administrator@ejel.org
Click here to see other Scholarly Electronic Journals published by API
For a range of research text books on this and complimentary topics visit the Academic Bookshop

Information about the current European Conference on e-Learning is available here

For infomation on the International Conference on eLearning, click here

For infomation on the European Conference on Games Based Learning clickhere

 

Journal Article

An e‑Class in Action: Experiences with ICT‑intensive Teaching and Learning of Discrete Dynamical Models at Secondary School  pp41-53

André Heck, Harm Houwing, Cor de Beurs

© May 2009 Volume 7 Issue 1, Editor: Shirley Williams, pp1 - 85

Look inside Download PDF (free)

Abstract

In 2007, a small team of university and secondary school teachers jointly developed and piloted an e‑class for 4 and 5 grade students (age: 16‑17yrs) at both pre‑university and general vocational level. The goal was to develop and try out innovative ways of teaching mathematics that would enable schools to offer optional courses for small numbers of students. The e‑class can be summarized as web‑supported instruction in a blended learning approach. The instructional material consisted of the chapter on discrete dynamical models from a brand‑new mathematics textbook, supplemented by investigative activities. Students could build and simulate dynamical models with the computer learning environment Coach. Instructions for learning to work with software were given through screen casts created by the teacher to gear with students' needs and made available in the Sakai‑based virtual learning environment. Students got weekly on‑line assignments, which they submitted digi‑ tally. At home they could get assistance from peers and the teacher in a chat room. We discuss some of the e‑ ingredients of the e‑class and their potential for teaching and learning mathematics and science in terms of principled design approaches to multimedia learning and pedagogical arrangements. We report the experiences of the participants of the project and present the future plans based on this work.

 

Keywords: e-learning, blended learning, multimedia learning, e-learning implementation, screen casts, secondary mathematics education, discrete dynamic models

 

Share |

Journal Article

Wiki Tools in the Preparation and Support of e‑Learning Courses  pp123-132

Antonin Jancarik, Katerina Jancarikova

© Mar 2010 Volume 8 Issue 2, ECEL 2009, Editor: Shirley Williams, Florin Salajan, pp51 - 208

Look inside Download PDF (free)

Abstract

Wiki tools, which became known mainly thanks to the Wikipedia encyclopedia, represent quite a new phenomenon on the Internet. The work presented here deals with three areas connected to a possible use of wiki tools for the preparation of an e‑learning course. To what extent does Wikipedia.com contain terms necessary for scientific lectures at the university level and to what extent are they localised into other languages? The second area covers the use of Wikipedia as a knowledge base for e‑learning study materials. Our experience with Enviwiki which originated within the E‑V Learn project and its use in e‑learning courses is presented. The third area aims at the use of wiki tools for building a knowledge base and sharing experience of the participants of an e‑learning course.

 

Keywords: Wikipedia, wiki tools, enviwiki, e-learning, localization, mathematics education

 

Share |

Journal Article

Correlating Questionnaire Data with Actual Usage Data in a Mobile Learning Study for High School Mathematics  pp76-89

Vani Kalloo, Permanand Mohan

© Mar 2012 Volume 10 Issue 1, ICEL 2011, Editor: Philip Balcean, pp1 - 158

Look inside Download PDF (free)

Abstract

A mobile learning research project was conducted in Trinidad and Tobago to determine if mobile learning can assist high school students in learning mathematics. Several innovative techniques were used in this research to address the problem of high failur

 

Keywords: mobile learning, learning mathematics, high school mathematics

 

Share |

Journal Article

E‑Learning Sudan, Formal Learning for Out‑of‑School Children  pp136-149

Hester Stubbé, Aiman Badri, Rebecca Telford, Anja van der Hulst, Wouter van Joolingen

© May 2016 Volume 14 Issue 2, ECGBL 2015, Editor: Robin Munkvold, pp81 - 149

Look inside Download PDF (free)

Abstract

Abstract: E‑Learning Sudan (ELS) is a custom‑built computer/tablet game that provides alternative learning opportunities to Sudanese children who are excluded from education. Unique in ELS is that children can learn mathematics, in their own remote vill age, without a teacher. This research study assessed the effectiveness of ELS in two pilots through a pretest…posttest control group quasi‑experimental design. In Pilot I, 67 children in three remote villages, aged used the game for a period of six weeks, five days a week, 45 minutes a day; the control group did not receive any education.. In Pilot II, 591 children in 19 remote villages, played the game for six months, for a maximum of five times a week, 45 minutes a day; the control group received inform al education in out‑of‑school centers. The results of the analysis on the pretest…posttest data revealed that ELS increased mathematics knowledge acquisition in numeracy and adding significantly and maintained student motivation to learn. Analyses of cont rol group data and EGMA (internationally validates Early Grade Mathematics Assessment) showed that the children in the experimental group learned more than children who received no education at all, informal or formal education. These findings suggest t hat the implementation of ELS can greatly benefit learning for out‑of‑school children like in Sudan.

 

Keywords: Keywords: game-based learning, autonomous learning, primary education, mathematics, developing countries, evaluation

 

Share |

Journal Article

Identifying Consistent Variables in a Heterogeneous Data Set: Evaluation of a Web‑Based Pre‑Course in Mathematics  pp82-93

Katja Derr

© Apr 2017 Volume 15 Issue 1, Editor: Robert Ramberg, pp1 - 103

Look inside Download PDF (free)

Abstract

E‑learning has made course evaluation easier in many ways, as a multitude of learner data can be collected and related to student performance. At the same time, open learning environments can be a difficult field for evaluation, with a large variance in participants’ knowledge level, learner behaviour, and commitment. In this study the effectiveness of a mathematics pre‑course administered to four cohorts of prospective students at a technical faculty in Germany was evaluated. Deficits in basic mathematics knowledge are considered one risk factor regarding graduation in STEM‑related subjects, thus the overall goal was to investigate if the pre‑course enabled “at risk” students to improve their starting position. A data analysis was performed, relating students’ preconditions when entering university, their attitude towards mathematics, and their use of learning strategies with further study success. The strongest determinant of first year performance were results in a diagnostic pretest, confirming both the importance of basic mathematics knowledge for academic achievement in engineering and the reliability of the chosen pre‑posttest design. Other outcomes were quite unexpected and demanded deeper analyses. Students who had participated in additional face‑to‑face courses, for example, showed less learning gains than students who had participated in an e‑tutoring version. It also could be observed that meta‑cognitive variables failed to explain successful course participation. Reasons for these outcomes are discussed, suggesting reliability threats and interactions between students’ preconditions and their learner behaviour. A significant and unmoderated impact on students’ learning gains in the pre‑course was found for the number of online test attempts, making this variable a reliable indicator of student engagement. The evaluations show that open learning designs with heterogeneous learner groups can deliver meaningful information, provided that limitations are considered and that external references, like academic grades, are available in order to establish consistency.

 

Keywords: learning analytics, pre-course, mathematics, formative e-assessment, STEM

 

Share |

Journal Article

Implementing a Game for Supporting Learning in Mathematics  pp230-242

Aikaterini Katmada, Apostolos Mavridis, Thrasyvoulos Tsiatsos

© Jun 2014 Volume 12 Issue 3, Special Edition for ECGBL 2013, Editor: Carlos Vaz de Carvalho and Paula Escudeiro, pp227 - 311

Look inside Download PDF (free)

Abstract

Abstract: This paper focuses on the design, implementation and evaluation of an online game for elementary and middle school mathematics. Its aim is twofold: (a) the development of the prototype of a flexible and adaptable computer game, and (b) the e valuation of this prototype, as to its usability and technical aspects. The particular computer game was created in an attempt to facilitate the teaching of mathematics, a subject that is often regarded as complicated by students of all ages. Apart from t he game, an administration website was also constructed, so that the educator can configure the game, without that requiring any programming skills. More specifically, the educator can use the administration website in order to alter several of the games parameters, such as the content and total number of its questions.The game was evaluated in real school settings, both through a pilot study with 12 students and a longterm intervention with 37 students that lasted 14 weeks. The results indicated that th e students opinion about the game was positive, and suggest that with some extensions the game could be used as an effective learning tool. Finally, some corresponding conclusions and future improvements to the game are being discussed on the basis of th e findings.

 

Keywords: Keywords: 2D Digital Game Based Learning, Primary education, Secondary Education, Mathematics

 

Share |

Journal Issue

Volume 15 Issue 1 / Apr 2017  pp1‑103

Editor: Robert Ramberg

View Contents Download PDF (free)

Keywords: academic staff, attitudes, clinical education, communication, communities, competencies, courses, critical theory, decision-making, Distance learning, e-learning, e-learning projects, e-learning research, E-Learning team, ethical issues, ethnography, expectations, formative e-assessment, Foucault, gaps, health promotion, learning analytics, major project issues, mathematics, Mobile eye tracking methods, motivation, motivation to learn, motivational gap, new model, online distance learning, pedagogy, perception bias, power, pre-course, qualitative research, quality, quality indicators, quality of e-learning, research methodology, satisfaction, service, socio-cultural contexts, staff development, STEM, technology, theory development, training management, training motivation, visitor studies, visual ethnography

 

Share |