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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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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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Abstract

In many academic areas, students' success depends upon their ability to envision and manipulate complex multidimensional information spaces. Fields in which students struggle with mastering these types of representations include (but are by no means limited to) mathematics, science, medicine, and engineering. There has been some educational research examining the impact of incorporating multiple media modalities into curriculum specific to these disciplines. For example, both Richard Mayer (multimedia learning) and John Sweller (cognitive load) have contributed greatly to establishing theories describing the basic mechanisms of learning in a multimedia environment. However when we attempt to apply these theories to the evaluation of e‑ learning in a more dynamic "real world" context the information processing model that forms the basis of this research fails to capture the complex interactions that occur between the learner and the knowledge object. It is not surprising that studies examining the effectiveness of e‑learning technology, particularly in the area of basic science, have reported mixed results. In part this may be due to the quality of the stimuli being assessed. This may also be explained by the context in which interactivity is being utilized and the model that is used to evaluate its effectiveness. Educational researchers have begun to identify a need for more fine‑grained research studies that capture the subtleties of learners' interactions with dynamic and interactive learning objects. In undergraduate medical and life science education, interactive technology has been integrated into the curriculum at many levels. This paper reviews experimental studies drawn from personal experience where an attempt has been made to measure the efficacy of educational technology. In examining the shortcomings of these more traditional experiments, we can then apply this understanding to characterizing a more flexible approach to evaluation and its potential in measuring the effectiveness of educational technology. Understanding the nature of technology‑mediated learning interactions and the way in which they foster depth of understanding is a great challenge for both educational researchers and developers of e‑learning technologies. By adopting an evaluative framework that takes a more flexible approach to measuring the emergent nature of understanding, we can examine the capacity of educational technology to support more complex understanding of curricular subject matter. 

 

Keywords: science, e-learning, educational technology, evaluation, multimedia

 

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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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