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International Journal on E-Learning

July 2008


Gary H. Marks

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Table of Contents

Number of papers: 10

  1. Resolving the Problem of Intelligent Learning Content in Learning Management Systems

    Marta Rey-López, University of Vigo, Spain; Peter Brusilovsky, University of Pittsburgh, United States; Maram Meccawy, University of Nottingham, United Kingdom; Rebeca Díaz-Redondo & Ana Fernández-Vilas, University of Vigo, Spain; Helen Ashman, University of South Australia, Australia

    Current e-learning standardization initiatives have put much effort into easing interoperability between systems and the reusability of contents. For this to be possible, one of the most relevant... More

    pp. 363-381

  2. Assessing Student Achievement and Progress with Online Examinations: Some Pedagogical and Technical Issues

    Anshuman Khare & Helen Lam, Athabasca University, Canada

    Published papers on the area of online assessment have mainly focused on instructors' assessment of online discussion forums or computer-assisted testing in a highly structured environment with a... More

    pp. 383-402

  3. Online Identity:Guidelines for Discerning Covert Racism in Blogs

    Gulsun Kurubacak, Anadolu University, Turkey

    Blogs are web sites, which have the specific themes and are updated with the latest news, views, and trends including philosophical reflections, opinions, and social and/or political issues. Due to... More

    pp. 403-426

  4. An Evaluation of the Learning of Undergraduates Using E-Learning in a Tertiary Institution in China

    James Liu, Hong Kong Polytechnic University, Hong Kong; Xiangqian Cheng, Xi’an Jiaotong University, China

    In recent years, tertiary institutions in developed countries have made extensive use of Course Management Systems (CMSs), software packages designed to help educators create online learning... More

    pp. 427-447

  5. Assessing Students for Online Learning

    Anastasia Trekles Milligan & Janet A. Buckenmeyer, Purdue University Calumet, United States

    Distance education has dramatically increased the educational opportunities for underserved populations. This is evidenced by the fairly recent proliferation and success of online universities, and... More

    pp. 449-461

  6. Personalized Versus Collective Instructor Feedback in the Online Courseroom: Does Type of Feedback Affect Student Satisfaction, Academic Performance and Perceived Connectedness With the Instructor?

    Tara Gallien, Northwestern State University, United States; Jody Oomen-Early, Texas Woman's University, United States

    The demand for online learning has never been greater. For faculty, teaching in the virtual classroom requires a new set of skills and practices. Online instructors must prepare for the increased... More

    pp. 463-476

  7. Examining Teacher Verbal Immediacy and Sense of Classroom Community in Online Classes

    Shu-Fang Ni, Da-Yeh University, Taiwan; Ronald Aust, University of Kansas, United States

    This study used quantitative measures to gather data from online students to analyze the effects of perceptions about teacher verbal immediacy and classroom community on students' level of... More

    pp. 477-498

  8. Finding a Balance in Dimensions of Blended Learning

    Marie-Jose Verkroost, International Institute for Geo-Information Science and Earth Observation, Netherlands; Leonie Meijerink, VSO Nederland, Netherlands; Harry Lintsen, Eindhoven University of Technology, Netherlands; Wim Veen, Delft University of Technology, Netherlands

    This article is a formative evaluation of a course in which a blended learning environment was created and a good balance in dimensions of blended learning was sought. Blended learning is defined... More

    pp. 499-522

  9. Pedagogical Characteristics of Online and Face-to-Face Classes

    Karl Wuensch, Shahnaz Aziz, Erol Ozan, Masao Kishore & M. H. Nassehzadeh Tabrizi, East Carolina University, United States

    Currently, many students have had experience with both face-to-face and online classes. We asked such students at 46 different universities in the United States to evaluate the pedagogical... More

    pp. 523-532

  10. Linking Pedagogical Theory of Computer Games to Their Usability

    Chee Siang Ang, Einav Avni & Panayiotis Zaphiris, City University-London, United Kingdom

    This article reviews a range of literature of computer games and learning theories and attempts to establish a link between them by proposing a typology of games which we use as a new usability... More

    pp. 533-558