Using Social Context and E-Learner Identity as a Framework for an E-Learning Notification System
Chris Amelung, University of Missouri-Columbia, USA, United States
International Journal on E-Learning Volume 6, Number 4, ISSN 1537-2456 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Educational practitioners and theorists have long recognized that education is a social activity where people make sense of information through interactions that support internalization and externalization. Unfortunately, applying a social theory of learning to the field of e-learning is challenging. Online course management systems (CMS) are typically designed to support the traditional instructor-centered model of instruction and serve primarily as a mechanism for delivering information for student consumption. This article presents a framework and implementation for a notification system that is based on the learner's social context and personal notification preferences. The new notification system, called the Context-Aware Activity Notification System (CANS), uses the concept of social context as a filter for activity notifications to deliver fewer, yet more relevant, notifications to e-learners and provides support for tacit forms of communication through the design of its system architecture and data collection features.
Amelung, C. (2007). Using Social Context and E-Learner Identity as a Framework for an E-Learning Notification System. International Journal on E-Learning, 6(4), 501-517. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
© 2007 Association for the Advancement of Computing in Education (AACE)
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Exploring the Relationships between Learning Activities and Social Experience in Online Learning Environments
Xiaolin Xie & Yemin Huang, University of Missouri - Columbia, United States; Sean Goggins, Drexel University, United States; James Laffey, University of Missouri - Columbia, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2010 (Oct 18, 2010) pp. 2291–2296
James Laffey, University of Missouri-Columbia, United States; Chris Amelung, Yale University, United States; Sean Goggins, University of Missouri-Columbia, United States
International Journal on E-Learning Vol. 8, No. 3 (July 2009) pp. 313–330
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