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Journal Issue
Volume 7 Issue 3, Special ICEL 2009 Issue / Dec 2009  pp191‑316

Editor: Florin Salajan, Avi Hyman

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Investigating a Nigerian XXL‑Cohort Wiki‑Learning Experience: Observation, Feedback and Reflection  pp191‑202

Peter Aborisade

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Weblogs in Higher Education — why do Students (not) Blog?  pp203‑214

Monika Andergassen, Reinhold Behringer, Janet Finlay, Andrea Gorra, David Moore

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GEARS a 3D Virtual Learning Environment and Virtual Social and Educational World Used in Online Secondary Schools  pp215‑224

Jonathan Barkand, Joseph Kush

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Moving From Analogue to High Definition e‑Tools to Support Empowering Social Learning Approaches  pp225‑238

Paula Charbonneau-Gowdyand, Ivana Cechova

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Efficacy of Teaching Clinical Clerks and Residents how to Fill out the Form 1 of the Mental Health Act Using an e‑Learning Module  pp239‑246

Sarah Garside, Anthony Levinson, Sophie Kuziora, Michael Bay, Geoffrey

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Blended Learning in the Visual Communications Classroom: Student Reflections on a Multimedia Course  pp247‑256

Jennifer George-Palilonis, Vincent Filak

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Podcasting to Support Students Using a Business Simulation  pp257‑264

Andrea Gorra, Janet Finlay

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Abstract

Audio or video podcasts can be a useful tool to supplement practical exercises such as business simulations. In this paper, we discuss a case study in which different types of podcast were utilised to support the delivery of a course in international business. The students work in groups and run a fictional company using business simulation software, which gives them the opportunity to evaluate their decision making skills. A number of podcasts were used as reusable learning objects for different student cohorts. Faculty members produced visually enhanced audio podcasts offering tutor discussions of key elements of the computer‑assisted business simulation used by the students. The podcasts were made available via the virtual learning environment (Blackboard Vista), as well as for subscription by web browser‑based RSS readers, such as Google and downloadable RSS readers, such as iTunes. Our evaluation of this approach to using podcasts takes into account pedagogic and technical issues. Firstly, faculty members involved in this case study were interviewed to obtain their views and experiences on the process of producing podcasts as well as the suitability of podcasts to support their teaching. Secondly, students were surveyed and interviewed about the value of the podcasts and the way in which they were used. This work is on‑going and initial informal student feedback indicates that the podcasts engaged the students and supported their understanding of the international business module. This paper presents a snapshot of the current findings which generally support the value of this innovative way of using podcasting for learning and teaching. 

 

Keywords: podcasting, reusable learning resources, e-learning, web 2.0, visually-enhanced audio, business simulation

 

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e‑Modeling — Helping Learners to Develop Sound e‑Learning Behaviours  pp265‑272

Susan Greener

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Measuring the Effectiveness of Educational Technology: what are we Attempting to Measure?  pp273‑280

Jodie Jenkinson

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Eating Your Lectures and Having Them too: is Online Lecture Availability Especially Helpful in "Skills‑Based" Courses?  pp281‑288

Steve Joordens, Ada Le, Raymond Grinnell, Sophie Chrysostomou

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When Knowing More Means Knowing Less: Understanding the Impact of Computer Experience on e‑Learning and e‑Learning Outcomes  pp289‑300

Lena Paulo Kushnir

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A Novel Interactive Online Module in a Traditional Curriculum through a Blended Learning Approach  pp301‑308

Leslie Laing Gibbard, Florin Salajan

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Development of the Novel e‑Learning System, "SPES NOVA" (Scalable Personality‑Adapted Education System with Networking of Views and Activities)  pp309‑316

Ken Takeuchi, Manabu Murakami, Atsushi Kato, Ryuichi Akiyama, Hirotaka Honda, Hajime Nozawa, Ki-ichiro Sato

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