International Journal on E-Learning
July 2007
Editors
Gary H. Marks
Table of Contents
Number of papers: 10
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Architecture for Implementation of a Lifelong Online Learning Environment (LOLE)
Philippe Caron, Gregg Beaudoin, Frédéric Leblanc & Andrew Grant, Université de Sherbrooke, Canada
This article describes an architecture for the implementation of a lifelong online learning environment (LOLE). The stakeholder independent architecture enables the development of a LOLE system to ... More
pp. 313-332
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An Investigation Into Web Content Accessibility Guideline Conformance for an Aging Population
Kevin Curran & David Robinson, University of Ulster, United Kingdom
Poor web site design can cause difficulties for specific groups of users. By applying the Web Content Accessibility Guidelines to a web site, the amount of possible users who can successfully view ... More
pp. 333-349
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A Taxonomy of Factors to Promote Quality Web-Supported Learning
Jill Fresen, University of Pretoria, South Africa
This article reports on a case study of the e-learning production unit at the University of Pretoria, South Africa. Phase 1 of the study, completed in 2003, was the design and development of a... More
pp. 351-362
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Dovetailing Pedagogical and Technical Support with Evaluation
Paula Hodgson, The Hong Kong Polytechnic University, Hong Kong; Paul Lam, The Chinese University of Hong Kong, Hong Kong; Yiu Hing Eric Wong, Toronto French School, Canada
A joint effort was made by three universities in Hong Kong to implement and promote web-assisted teaching and learning in a university context over the period 2002-2005. This effort, the e3Learning... More
pp. 363-378
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Perceived Value and Persistence of Web Publishing Skills: Implications for e-Portfolio Systems
Glenn Johnson, Pei-Hsuan Hsieh & Khusro Kidwai, The Pennsylvania State University, United States
Research indicates that student control of their personal web space is an important factor that supports meaningful reflective learning within online web publishing contexts. The Penn State... More
pp. 379-394
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Collaborative Writing: Online Versus Frontal
David Passig & Gali Schwartz, Bar Ilan University, Israel
Students in higher education, most frequently, use the frontal approach while being asked to collaborate on a writing assignment. However, the difficulty in collaborative writing using conventional... More
pp. 395-412
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A Comparative Analysis of Student Motivation in Traditional Classroom and E-Learning Courses
Alfred Rovai, Michael Ponton, Mervyn Wighting & Jason Baker, Regent University, United States
Multivariate analysis of variance was used to determine if there were differences in seven measures of motivation between students enrolled in 12 e-learning and 12 traditional classroom university ... More
pp. 413-432
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The Readiness of Faculty Members to Develop and Implement E-Learning: The Case of an Egyptian University
Alaa Sadik, South Valley University, Egypt
Adopting e-learning represents one of the major problems in faculty development plans at Egyptian universities. In this study, a survey was developed, validated, and carried out to examine the... More
pp. 433-453
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Front-Stage and Back-Stage in Hybrid E-Learning Face-to-Face Courses
Glenn Gordon Smith, University of South Florida, United States; Hermann Kurthen, Grand Valley State University, United States
The authors analyzed online interactions in hybrid and blended courses to: (a) investigate if constructs from micro-sociology, such as self-talk, norms, and front-back-stage performance, provide a ... More
pp. 455-474
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Strategic Blending: A Conceptual Framework to Improve Learning and Performance
Seung-Won Yoon, Western Illinois University, United States; Doo Hun Lim, University of Tennessee, United States
Although blended learning is touted as widespread and effective, few theories and models exist to explain what blending is, determine an ideal mix of various delivery media, and guide the practice ... More
pp. 475-489