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E-Learn 2005--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education

October 2005

Editors

Griff Richards

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Table of Contents

9
This conference has 9 award papers. Show award papers

Number of papers: 526

  1. Using Web Tools to Develop and Assess Information and Technology Literacy Skills

    Marwin Britto & Ian Quitadamo, Central Washington University, United States

    In the spring of 2004, two faculty members at a small, regional university in the Northwest USA were awarded a mini-grant to increase information and technology (ITL) literacy skills among teachers... More

    pp. 234-236

  2. Evaluating the Effectiveness of Distance Learning Courses for International Students

    Marina Buharkina, Russian Academy of Education, Russian Federation; Katherine Kuhns, Stanford University, United States; Marina Moisseeva, Russian Academy of Education, Russian Federation; John Nash, OpenEye Innovation Management, United States; Evgenia Polat, Russian Academy of Education, Russian Federation; Cathy Ringstaff, WestEd, United States; Reinhold Reinhold, Stanford university, United States

    As more and more universities are planning to introduce their distance learning programs directly to international students, or through their local partner universities, they need to be aware of... More

    pp. 237-244

  3. Evaluating an Online Special Education Teacher Preparation Program

    KayDee Caywood & Jane Duckett, National University, United States

    This paper describes the comprehensive evaluation model of an online teacher preparation program. Data from multiple sources were utilized to answer the general question, Can well qualified... More

    pp. 245-250

  4. E-learning in Busy Retail Stores : Is Customer Training Effective?

    Lily Chenh, RMIT University, Australia

    There has been an increase in the use of e-learning in corporate organisations. However the impact on learning has not been widely investigated in detail. The overall aim of this research was to ... More

    pp. 251-258

  5. Specification of Project Design, Evaluation Design, and Evaluative Research Questions for Educational Technologies

    Michael Coe, Northwest Regional Educational Laboratory, United States

    This presentation is a work-in-progress report about a multi-year research and development project, funded by the U.S. National Science Foundation, on improved models of evaluation and research for... More

    pp. 259-260

  6. Assessing Students' Online Learning: Resources, Instruments and Strategies

    Patricia Comeaux, University of North Carolina at Wilmington, United States

    The purpose of my showcase will be to present numerous assessment tools, which have been developed specifically for evaluating students' online learning. In addition, I will have copies of my... More

    p. 261

  7. From errors to stereotypes: Different levels of cognitive models in school algebra

    Elisabeth Delozanne & Christian Vincent, CRIP5, France; Brigitte Grugeon & Jean-Michel Gélis, Didirem, France; Janine Rogalski, Université Paris 8, France; Lalina Coulange, Didirem, France

    The Pépite project aims to diagnose high school students' algebraic competence and proposes several levels of cognitive models according to usage and actors concerned. The first level is the coding... More

    pp. 262-269

  8. EXUMAT 2.0: On-Line Mathematics Exam Based on the Item Response Theory

    Lázaro Salomón Dibut Toledo, University of Cienfuegos, Cuba; Eduardo Backhoff & José Luis Ramírez, Autonomous University of Baja California, Mexico

    The present paper reflects a collaborative work between the Institute of Investigation and Educational Development (IIDE) of the Autonomous University of Baja California (UABC), Mexico, the... More

    pp. 270-281

  9. Using e-learning principles in an undergraduate nursing course

    Peta Drury, Jennifer Hardy & Astrid Frotjold, ACU National, Australia

    This paper reports on the implementation of the Virtual Health Environment (VHE) for undergraduate nurses at ACU National (Australian Catholic University). Nurse lecturers within the ACU School of... More

    pp. 276-281

  10. Effectively Setting Limits in Online Education…Getting the Results You Want

    Donna Eckstein, Capella University, United States

    A primary concern in education is designing effective systems to provide quality education. The Seven Principles of Good Practice have been shown to be good practices for quality education in both... More

    pp. 282-287

  11. Computer Adaptive Testing Quality Requirements

    Anastasios Economides, University of Macedonia, Greece

    Computer Adaptive Testing (CAT) is becoming very popular. In order to be effective in the educational process, it is important to consider quality requirements. This paper presents CATE (CAT... More

    pp. 288-295

  12. Best Practices for Preventing Cheating on On-line Exams

    David Eplion & Thomas Keefe, Indiana University Southeast, United States

    This paper presents a set of best practice guidelines that include statistical and technological methods for detecting cheating, as well as a set of specific testing protocols and courseware... More

    pp. 296-303

  13. Media didactical aspects of quality assessment of online-learning material from Universities regarding different user groups

    Gudrun Görlitz, Technische Fachhochschule Berlin, Germany

    The evaluation of online-learning material in higher education concentrates mainly on student surveys concerning human factors of software systems. Media didactical aspects are still included... More

    pp. 304-309

  14. Making E-learning More Effective

    Kathleen Gray, The University of Melbourne, Australia; Jim McGovern, RMIT, Australia; Gail Hart, The University of Tasmania, Australia

    The Royal Melbourne Institute of Technology participated in a major national e-learning survey in September and October 2004 sponsored by the five universities in the Australian Technology Network ... More

    pp. 310-325

  15. Data Mining for Evaluation, Benchmarking and Reflective Practice in a LMS

    Elizabeth Heathcote & Shane Dawson, Queensland University of Technology, Australia

    Large amounts of user and systems information is tracked by Learning Management Systems (LMS), affording the evaluation of online learning and teaching behaviour from a teaching unit level through ... More

    pp. 326-333

  16. An Example for the Assessment of Educational Portals - A Case Study: “Kuleli Military High School”

    Sahin Ipek, Marmara University, Turkey, Turkey; Abdullah Topcu, Middle East Technical University, Turkey

    ABSTRACT: In today's world where there is information overload the students of every calling need refined sources. In order to obtain the required information in a timely fashion we need certain... More

    pp. 334-341

  17. Writing in LAMs with Moodle for eLISA PDS: An e-Learning Partnership in Greenwich, Oxford and Kent

    Jill Jameson & Simon Walker, The University of Greenwich, United Kingdom

    Is the potential for 'knowledge-transforming' writing in study skills, enhanced, or not, using e-learning in LAMS (Learner Activity Management systems) and Moodle Course Management system? In 2005,... More

    pp. 342-352

  18. Widening participation or widening the gap: Student reflections on re-entering education through on-line learning

    Catherine Jones, University of Glamorgan, United Kingdom

    There is a growing consensus that e-learning will become a key component in the future delivery of education (Singh and O'Donoghue 2002) and that it has the potential to have a key role in widening... More

    pp. 353-359

  19. Strategic Evaluation of Organizational Learning: Comparison of Online Methodologies from the Healthcare and Higher Education Sectors

    Claudia C. Lappin, Eli Lilly and Company, United States; Lauryl A. Lefebvre, Indiana University, United States

    Few organizations have business processes in place that generate a strategic perspective on how to improve the efficiency and effectiveness of organizational learning (Dill, 1999; Martin & Marion, ... More

    pp. 360-365

  20. Cybercoaching System

    Kit Hang Leung & ZhiDong Zhang, McGill University, Canada

    Abstract: CyberCoaching system (CCS) is a concept of an intelligent learnable system for teaching and learning. It provides students with individualized coaching supports that are adaptive and... More

    pp. 366-368