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E-Learn 2003--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education



Allison Rossett

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Table of Contents

This conference has 8 award papers. Show award papers

Number of papers: 600

  1. Evaluating Online Interaction in an Asynchronous Learning Environment: A Conversation Analysis Approach

    Chia-Huan Ho, University at Albany, SUNY, United States

    The effects of computer-mediated communication on learning processes in online courses were studied by examining the quality of student participation and patterns of discourse. The threaded... More

    pp. 237-240

  2. Effects of Gender, GPA, Computer Self-Efficacy, and Learning Motivation on the Collaborative E-Learning Participation

    Hsiu-Fei Wang, University of Maryland, United States; Min-Chow Hong, National Taiwan University, Taiwan; Ti Hsu, Tam Kang University, Taiwan

    This empirical research employed a web-based learning platform called The VICAS System to investigate the relationships of subjects' participation in an e-learning discussion forum with a number... More

    pp. 241-248

  3. A Preliminary Study on the Impact of Web Annotations in eLearning Environments

    Noriya KAYAKI & Roberto OKADA, Miyagi University, Japan

    Many concepts, methods and technologies regarding computer supports in eLearning environments have been proposed. eLearning systems are being used in a wide area, ranging from education in schools... More

    pp. 249-252

  4. Integrating a video learning center into the curriculum at an elementary school

    David Keefe, SRI International, United States

    This evaluation looks at the integration of a Video Learning Center into the curriculum in an elementary school. The center includes a TV studio supporting daily closed circuit programming to all... More

    pp. 253-256

  5. The Effect of Authentic Assessment Strategy on Students Achievement in a Constructivist Classroom

    Soyoung Kim, Florida State University, United States

    The totality and authenticity of assessment, encompassing students' learning processes and products, can be a critical issue in a constructivist classroom. In this study, a gap between the results ... More

    pp. 257-260

  6. Integrating PDA Technology in Assessing Student Teachers

    Katie Klinger, National University, United States

    In the first year of Eco Tech Link, a PT3 funded grant, educators and partners discovered that in exploring instructional mediums during curriculum re-design, a quantitative approach to assessment,... More

    pp. 261-263

  7. Fairness in the use of new media: Specific evaluation criteria for computer-based examinations with a focus on the project medicMed at the University of Witten/Herdecke

    Uta Anne Kroder, David Aldridge, Martin Rützler, Kristina Wolff, Marzellus Hofmann & Brigitte Strahwald, University of Witten / Herdecke, Germany, Germany

    In order to assess the objectivity of computer-based examinations, the focus must be on an evaluation of two essential factors: on the level of PC know-how that might influence the results and on... More

    pp. 264-267

  8. The Use of Mixed Methods in the Assessment of Online Learning

    Michael Lebec, Nothern Arizona University, United States

    Web based learning has been proposed as a convenient way to upgrade the content knowledge of instructors interested in teaching science. Despite supportive quantitative evidence, questions about... More

    pp. 268-271

  9. An Evaluation Model for Online Graduate Instructional Design/Technology Courses

    Juhong(Christie) Liu, IT Program at Virginia Tech, United States; Kenneth Potter, Department of Teaching and Learning at Virginia Tech, United States

    With the opportunities and challenges provided for higher education by the emerging and gradually enhanced web-based learning systems, more and more graduate courses in instructional design and... More

    p. 272

  10. Satisfaction and Performance Level in Hybrid ICT-Classes: A Comparative Study at a Japanese University

    Takeshi Matsuda, Aoyama Gakuin University, Japan; Hiroshi Kato, National Institute of Multimedia Education, Japan

    The purpose of this study is to examine the relation between test performance and satisfaction level of university students for whom self-regulated learning environment is provided. A comparative... More

    pp. 273-276

  11. ICT in German higeher education - Results of the evaluation results of a funding program including some comments on international developments

    Dorothee M. Meister, Knowledge Media Research Center, Germany

    As in various other countries, Germany has provided a considerable amount of funding for the integration of 'virtual' elements into teaching at universities and other institutions of higher... More

    pp. 277-280

  12. Lessons for (Pedagogic) Usability of eLearning Systems

    Erica Melis, University of Saarland and DFKI, Germany; Markus Weber, ergosign GmbH, Germany; Eric Andrès, University of Saarland, Germany

    The usability of an eLearning system is a key feature for its success. This paper describes several aspects of the usability evaluation of the user-adaptive eLearning system ActiveMath to exemplify... More

    pp. 281-284

  13. Assessment of Collaborative Learning for Students: Making the State of Discussion Visible for their Reflection by Text Mining of Electronic Forums

    Toshio Mochizuki, Department of Cyber Society and Culture, The Graduate University for Advanced Studies, Japan; Satoru Fujitani, Faculty of Business Administration, Mejiro University, Japan; Yuri Isshiki, Graduate School of Interdisciplinary Information Studies, The University of Tokyo, Japan; Yuhei Yamauchi, Interfaculty Initiative in Information Studies, The University of Tokyo, Japan; Hiroshi Kato, National Institute of Multimedia Education, Japan

    This paper describes a proposal and an examination of a new method to assess communication among learners in the CSCL. The authors have developed the method to visualize discussions by focusing on ... More

    pp. 285-288

  14. Computerized Adaptive Testing for Intelligent Tutoring Systems

    Janet Noye & Jane Fritz, University of New Brunswick, Canada

    This paper describes an on-going study, as of May 2003, to determine ways of using computerized adaptive testing (CAT) techniques to diagnose the level of student ability for intelligent tutoring... More

    pp. 289-292

  15. Examining the Effectiveness of Technology Component in a Japanese Language Course

    Guohua Pan, Educational Psychology, University of Alberta, Canada; Grace Wiebe, Arts Resource Center, University of Alberta, Canada

    Japan401 was an advanced Japanese (undergraduate) course that consisted of a face-to-face component and a technology component. The technology component was incorporated into the course to... More

    pp. 293-296

  16. E-Learning Tool for Teaching Multimedia and Digital Video in Higher Education

    Alcina Prata, Escola Superior de Ciências Empresariais (ESCE), Portugal; Pedro Lopes, Instituto Superior de Ciências do Trabalho e da Empresa (ISCTE), Portugal

    This paper describes an experience undertaken with higher education students, which consisted in utilizing a E-Learning Tool to serve as an aid in the teaching of Animation to Multimedia Production... More

    pp. 297-298

  17. A Framework for the Pedagogical Evaluation of Online Courses: Implications for Web-based Teaching & Learning

    Angel Torres-Velandia, Universidad Autonoma Metropolitana Xochimilco, Mexico; Laurie Harrison & Jay Moonah, ATRC University of Toronto, Canada; Jorge Joel Reyes-Mendez, Universidad Autonoma Metropolitana Xochimilco/RCAT-University of Toronto, Canada

    The goal of this paper is to propose a framework for the pedagogical evaluation of online courses using the functional learning styles of students taking Web-based courses, the media elements and... More

    pp. 299-302

  18. Developing a Windows Skills Assessment

    Todd Ritter, Cerner Virtual University, United States

    A Microsoft® Windows® Skills Assessment was developed for Cerner Virtual University (CVU) to measure 15 skills that learners need to know to successfully complete Cerner® software application... More

    pp. 303-306

  19. The Nicholas Scale: A self-contained survey employing a sliding scale maximizing both variability and validity

    Brian Smith & Joe Allen, Minnesota State University Moorhead, United States

    Colleges of education are now being required to survey candidates in their programs, cooperating teachers, recent graduates of their programs, service area administrators and so on. To address... More

    pp. 307-308

  20. Web-based Parameterized Questions as a Tool for Learning

    Sergey Sosnovsky, Olena Shcherbinina & Peter Brusilovsky, University of Pittsburgh, United States

    Abstract: Web-based parameterized questions is one of the most promising kinds of Web knowledge assessment. In an assessment context a reasonably small number of parameterized questions can be used... More

    pp. 309-316