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 Issue
Volume 8 Issue 2, ECEL 2009 / Mar 2010  pp51‑208

Editor: Shirley Williams, Florin Salajan

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Evaluating the Impact of Distance Learning Support Systems on the Learning Experience of MBA Students in a Global Context  pp51‑62

Yongmei Bentley, Anjali Shegunshi, Mike Scannell

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The VLE as a Trojan Mouse: Policy, Politics and Pragmatism  pp63‑72

Mark Brown, Shelley Paewai, Gordon Suddaby

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Exploring the Current Theoretical Background About Adoption Until Institutionalization of Online Education in Universities: Needs for Further Research  pp73‑84

Ines Casanovas

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Interventions for Second‑Order Change in Higher Education: Challenges and Barriers  pp85‑92

Sebastian Fiedler, Terje Väljataga

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The Lecture is Dead Long Live the e‑Lecture  pp93‑100

Duncan Folley

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A Framework for Supporting Postsecondary Learners with Psychiatric Disabilities in Online Environments  pp101‑110

Scott Grabinger

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Enhancing the Impact of Formative Feedback on Student Learning Through an Online Feedback System  pp111‑122

Thanos Hatziapostolou, Iraklis Paraskakis

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

Antonin Jancarik, Katerina Jancarikova

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Building the Future Students' Blended Learning Experiences from Current Research Findings  pp133‑140

Amanda Jefferies, Ruth Hyde

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Multiple Criteria Evaluation of Quality and Optimisation of e‑Learning System Components  pp141‑150

Eugenijus Kurilovas, Valentina Dagiene

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How do Students Measure Service Quality in e‑Learning? A Case Study Regarding an Internet‑based University  pp151‑160

María Martínez-Argüelles, José Castán

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Collaborative Language Learning for Professional Adults  pp161‑172

Linda Joy Mesh

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Abstract

Institutions of higher education realise the importance of the role of learning organisations in terms of providing personnel training and updating. Yet further consideration should be given to flexible and accessible means for meeting the growing request for continuous learning. Jason Hughes describes an organization's capability to learn how to learn as a fundamental change in the outlook towards learning, not only by providing training for short‑term skill gaps, but by engaging in an ongoing approach for the development of learning opportunities which encourage innovation and enable a more proactive outlook by organizations. Sustainable support for educational development using new technologies in education depends on having a basic roadmap that links current demands for developmental support to a plan for ways in which longer term needs will be recognized and met. The growing demand for continued learning of a second language is evident within the workplace where new technologies offer flexible solutions. In order to meet the special needs of professional adults the University of Siena Language Center (CLA) has developed a multiple‑level series of blended English courses from beginner to intermediate levels for life‑long learners including the hospital staff of the Azienda Ospedaliera Universitaria Senese (AOUS), the employees of a local bank and university technical‑administrative personnel. The pedagogical approach takes into consideration both the needs of adults who are working full‑time and the aims of the curriculum, which are to develop the four linguistic abilities of reading, writing, listening and speaking up to the Common European Framework of Reference for Languages (CEFR) Level B1. Taking into consideration a constructive use of teaching hours, classrooms and, above all, the limited time available to adult learners, a blended approach was chosen. This paper will present conclusions regarding the effectiveness of the blended approach for continuous learning of a second language (L2) by adult learners. Through a primarily qualitative analysis of formative and summative course evaluation data we illustrate that communicative language learning online in collaborative activities fosters improvement in second‑language writing and reading comprehension skills, while face‑to‑face (f2f) lessons were found to be useful for the development of conversation and listening comprehension. This paper also demonstrates that online collaborative learning activities in English for specific purposes (ESP) can increase communicative ability, stimulate motivation and provide a flexible context for language learning which adults view as a definite advantage for structuring study time when and where it is most convenient. 

 

Keywords: continuous learning, connectedness, blended learning, CMC, second language

 

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The Role of Essay Tests Assessment in e‑Learning: A Japanese Case Study  pp173‑178

Minoru Nakayama, Hiroh Yamamoto

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Experiences Obtained with Integration of Student Response Systems for iPod Touch and iPhone into e‑Learning Environments  pp179‑190

John Stav, Kjetil Nielsen, Gabrielle Hansen-Nygård, Trond Thorseth

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Emergence Of The Most Knowledgeable Other (MKO): Social Network Analysis Of Chat And Bulletin Board Conversations In A CSCL System  pp191‑208

Sundararajan

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