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E-Learn 2002--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education

2002

Editors

Margaret Driscoll; Thomas C. Reeves

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Table of Contents

6
This conference has 6 award papers. Show award papers

Number of papers: 678

  1. Data Mining Technology for the Evaluation of Web-based Teaching and Learning Systems

    Dave Donnellan & Claus Pahl, Dublin City University, Ireland

    Instructional design for Web-based teaching and learning environments causes problems for two reasons. Firstly, virtual forms of teaching and learning result in little or no direct contact between ... More

    pp. 747-752

  2. Learner Relationship Management: Impacting the Top and Bottom Line

    David Palumbo, Sapient Corporation, United States

    Learner Relationship Management looks to leverage both learning systems, learning processes, and learning content across an organizational value chain. This is critical as organizations move their... More

    pp. 753-758

  3. Combining Cognitive, Affective, Social and Metacognitive Learner Attributes for Assistance in Distributed Learning Environments.

    Gilbert Paquette, LICEF Research Centre, Télé-université, Canada; Anne Brisebois, LICEF Research Center, Canada; André Laurendeau, Canada; Diane Ruelland, LICEF Research Center, Télé-université, Canada

    Adaptive assistance in distributed learning environments (DLE) provides new and exciting possibilities through the full exploitation of data captured from the interaction of the different actors... More

    pp. 759-766

  4. Minimizing the Gender Equity Gap in Science and Technology

    María Victoria Pérez Cereijo, University of Texas at Arlington, United States; Tandra Tyler-Wood & Jon I. Young, University of North Texas, United States

    The 21st century will require educational changes to meet the demands of industry. Workers in the 21st century must come equipped with a repertoire of both science and technology skills. ... More

    pp. 767-771

  5. Student Perceptions of Online Synchronous Courses

    María Victoria Pérez Cereijo, University of Texas at Arlington, United States; Jon I. Young & Tandra Tyler-Wood, University of North Texas, United States

    This study identified student reasons for participating in synchronous web based learning environments. Students were interviewed after completing a series of surveys designed to elicit their... More

    pp. 772-777

  6. AutoTutor Passes the Bystander Turing Test

    Mary Erkel & Natalie Person, Rhodes College, United States; Art Graesser, University of Memphis, United States

    In this study, the Bystander Turing Test (BTT) paradigm is used to determine whether participants rate particular dialog moves in tutoring transcripts to be generated by a computer tutor, AutoTutor... More

    pp. 778-784

  7. RELIABLE ASSESSMENT WITH CYBERTUTOR, A WEB-BASED HOMEWORK TUTOR

    Elsa-Sofia Morote & David Pritchard, MIT, United States

    Socratic electronic homework tutor, CyberTutor can integrate effectively instruction and assessment. CyberTutor assessment has about 62 times less variance due to random test error than a three... More

    pp. 785-791

  8. Communities, communication and cognitive change: social processes and designing engaging e-learning discourse

    Andrew Ravenscroft, Learning Technology Research Institute, United Kingdom

    A number of projects over the past decade have sought to link forms and patterns of communicative interaction to improvements in knowledge, conceptual understanding and reasoning skills. These... More

    pp. 792-797

  9. Learning Objects - Instructional Metadata and Sequencing

    Giselher H.J. Redeker, Deloitte Consulting, Germany

    The main focus of current discussions within the standardization process of Learning Technology is on economical opportunities and technical aspects of so called learning objects. Surprisingly... More

    pp. 798-805

  10. Enhancing E-Learning Assessment and Evaluation Strategies

    Thomas Reeves, The University of Georgia, United States; William Aggen, LearnWright, United States

    Three major changes are needed before e-learning realizes it fullest potential. First, we must expand our basic mental model of what e-learning is. Second, we must improve the quality of assessment... More

    pp. 806-811

  11. Object Oriented Learning Objects in Online Education: A Framework and Example

    Drew Parker & Lilian Rincon, Simon Fraser University, Canada

    Online learning is coming of age in both postsecondary education and industry. The range of courses now offered online ranges from kinesiology to mathematics to complete M.B.A. programs. The... More

    pp. 812-817

  12. Impact Evaluations of Corporate eLearning

    Geoff Ring, ICUS Pte Ltd, Singapore; Thomas Reeves, The University of Georgia, United States

    This paper describes key issues in conducting impact evaluations of corporate eLearning and reports the results of a study to evaluate the impact (including ROI) of an eLearning implementation by a... More

    pp. 818-823

  13. MyLibrary: A Web personalized Digital Library

    Geraldo Xexeo, Ana Regina Rocha & Catarina Rocha, Federal University of Rio de Janeiro, Brazil

    With the increasing availability of information on Internet information providers, like search engines, digital libraries and online databases, it becomes more important to have personalized... More

    pp. 824-829

  14. An Agent Architecture for Asynchronous Learning

    Stephen Rochefort, University of Calgary, Canada

    Education delivery systems have evolved from content delivery mechanisms to collaborative environments. The next step in this evolution is to provide greater support for asynchronous learners,... More

    pp. 830-836

  15. Why web pages annotation tools are not killer applications? A new approach to an old problem.

    Marco Ronchetti, Università di Trento, Italy

    The annotation of web pages, and the possibility to share the notes with others, seems to be a powerful tool for an e-learning environment. Although several tools already provide such possibility, ... More

    pp. 837-841

  16. A Conceptual Framework for the Development of WBT-Guidelines

    Oliver Bohl, Udo Winand & Jörg Schellhase, University of Kassel, Germany

    Guidelines represent an important instrument in the development of Web-based Trainings (WBTs). They help to create reliable, portable, and interoperable, standardized WBTs of high-quality. The... More

    pp. 842-849

  17. A Critical Discussion of Standards for Web-based Learning

    Oliver Bohl, Udo Winand & Jörg Schellhase, University of Kassel, Germany

    Learning technology standards are increasingly gaining in importance in the field of Web-based teaching. At present, two standards dominating the market are taking shape. These are the AICC... More

    pp. 850-855

  18. Anatomy of a Web-based Course: How Visualization Types & Techniques Can Impact Student Engagement & Learning Outcomes

    Jason Emmert & Ann Shortridge, University of Arkansas, United States

    Today, although much debate surrounds the effectiveness of including graphics in web-based distance education courses, most course authors agree that such courses should productively engage... More

    pp. 856-863

  19. Elearning translates to experiential learning in a communication theory class - Higher Education

    Mukhbir Singh, Buffalo State College, United States

    The purpose of this paper is to analyze feedback given by students of a communication theory class, which uses an integrated approach to help students learn the concepts of communication theory. ... More

    pp. 864-869

  20. Communication and Collaborative Learning at Work: Views Expressed in a Cross-Cultural E-Learning Course

    Virpi Slotte, University of Helsinki, Finland

    This study focuses on the prerequisites for successful communication and collaborative learning in a large multinational company experienced by human resource development (HRD) practitioners who... More

    pp. 870-877