E-Learn 2002--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education
2002
Editors
Margaret Driscoll; Thomas C. Reeves
Table of Contents
Number of papers: 678
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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