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E-Learn 2007--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education

Oct 15, 2007

Editors

Theo Bastiaens; Saul Carliner

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Table of Contents

11
This conference has 11 award papers. Show award papers

Number of papers: 671

  1. Web-based Corporate Training: Some Key Success Factors

    Luiz Antonio Joia, Getulio Vargas Foundation, Brazil

    Brazilian companies are increasingly turning to Web-based corporate training by virtue of the fact that they need to train their employees within tight budget constraints. However, most companies... More

    pp. 324-329

  2. Assessing Purposeful Online Teaching and Design Quality: A Symposium on Efficacy Assessment

    John LeBaron, Robert Crow & Dixie McGinty, Western Carolina University, United States; Ieda Santos, University of Warwick, United Kingdom

    This essay introduces a series of papers that support an AACE E-Learn 2007 Symposium. Diverse strategies are presented through which online course designers and teachers may secure an accurate... More

    pp. 330-337

  3. Efficacy Assessment for eTeaching: How Do We Determine Success?, Part 1

    John LeBaron & Dixie McGinty, Western Carolina University, United States; Ieda Santos, Warwick University, United Kingdom; Robert Crow, Western Carolina University, United States

    This symposium will feature four full papers addressing various facets through which online course designers and teachers may secure an accurate sense of whether their methods are achieving desired... More

    pp. 338-339

  4. Efficacy Assessment for eTeaching: How Do We Determine Success?, Part 2

    John LeBaron & Dixie McGinty, Western Carolina University, United States; Ieda Santos, Warwick University, United Kingdom; Robert Crow, Western Carolina University, United States

    This symposium features four papers addressing various facets through which online course designers and teachers may secure an accurate sense of whether their methods are achieving desired goals:... More

    pp. 340-341

  5. Interfaces Modelization in Computerized Adaptive Testing (CAT) for Learning Optimization

    Martin Lesage, Gilles Raîche, Martin Riopel & Komi Sodoke, Université du Québec à Montréal, Canada

    Rapid Internet expansion over the past years caused the development of the online learning human-computer interfaces (HCI) and collaborative work fields. Many E-learning systems were designed with ... More

    pp. 342-351

  6. Supporting Learning Context-aware and Auto-notification Mechanism on an Examination System

    Fong-Jheng Lin, National Sun Yat-sen University, Taiwan; Chu-Sing Yang, National Cheng Kung University, Taiwan; Yu-Sheng Yang, Texas State University-San Marcos, United States

    In the traditional educational theory, analysis of score mainly applies on single examination. Most teachings are one-to-many relation in common learning environment. One teacher has responsibility... More

    pp. 352-359

  7. Integrating Eassessment as an Inmost Part of the Teaching and Learning Process

    Maria João Loureiro, Universidade of Aveiro, Portugal; Lúcia Pombo, University of Aveiro, Portugal; Ana Jorge Balula Dias, ESTGA - University of Aveiro, Portugal; António Moreira, University of Aveiro, Portugal

    This work aims at presenting the eassessment framework underlying the course of Evaluation of Educational Software (EES), which integrates the Master's Course on Multimedia in Education of the... More

    pp. 360-365

  8. The Usefulness of Media-Rich Problem-based Learning to the Training of Chinese Student Teachers

    Angela Ma, The Hong Kong Institute of Education, Hong Kong

    The development of multimedia educational courseware on Problem-based Learning (PBL) in this study is expected to probe into how student teachers of various disciplines responded to a particular... More

    pp. 366-373

  9. Evaluation of oral comprehension of Amazonian tales: making a diagnosis of conceptual maps with PIPA software

    Maria Suzana Marc Amoretti, Andréa Mendonça & Cícero Santos, LEAD SEMIÓTICA, Brazil

    Through this article we analyse a few aspects of semiotic categorisation (French Semiotics) which are necessarily present in the process of oral textual comprehension. Conceptual maps were... More

    pp. 374-378

  10. Methods for Formative Assessment of Online Courses

    Dixie McGinty, Western Carolina University, United States

    In this paper, we describe several methods of formative assessment that instructors can use to inform their own teaching. The first of these is the Online Course Assessment Tool (OCAT), an... More

    pp. 379-386

  11. Evaluation of SMART Multimedia Classrooms-Impact on Student E-Learning

    Mary Nell McNeese, University of Southern Mississippi, United States

    This study shares the results of the evaluation of the $1.78 million Title III-A U.S. Department of Education (USDoE) grant to the University of Southern Mississippi from 2001 to 2006. Its primary ... More

    pp. 387-393

  12. Reflective Cycle for Instructional Design: Sustainable Improvement Model for Online Courses

    Toshio Mochizuki, The University of Tokyo, Japan; Yoshiko Goda, Fumiaki Iwasaki, Takeshi Matsuda & Kinya Tamaki, Aoyama Gakuin University, Japan

    This paper describes the evaluation cycle for online courses that are intended to achieve sustainable improvement. Aoyama Gakuin University has established an online course program and a course... More

    pp. 394-398

  13. Evaluation of a blended tutoring program in conference interpreting.

    Manuela Motta, ETI - Université de Genève, Switzerland

    In 2001 the Interpreting Department of the Ecole de Traduction et d'Interprétation of the University of Geneva, established a tutoring program based on the pedagogical philosophy of "deliberate... More

    pp. 399-404

  14. Hybrids of Learning and Assessment: The Next Generation of Electronic Portfolios

    Barbara OByrne, Marshall University Graduate College, United States

    This paper reports on a study in progress on the construction of an e-portfolio in a graduate literacy education program. It investigates the assumptions and goals of e-portfolio centered on... More

    pp. 405-409

  15. Action Planning: An Effective Tool for Leading and Assessing School Wide Change Efforts

    Deniz Palak, New York Institute of Technology, United States

    Action planning is fundamental for successful program implementation and evaluation. The process of writing clear, realistic plans that outline the vision and mission of a school wide change... More

    pp. 410-413

  16. Improving the effectiveness of interactive learning environments through facilitation: An experimental study

    Hassan Qudrat-Ullah, Walden University, United States

    The effectiveness of computer simulation based interactive learning environments (ILEs) in promoting decision making and learning in complex, dynamic tasks has rarely been evaluated. This paper... More

    pp. 414-427

  17. geogebraTUTOR : une nouvelle approche pour la recherche sur l’apprentissage compétentiel et instrumenté de la géométrie à l’école secondaire

    Philippe R. Richard, Université de Montréal, Canada; Josep M Fortuny, Universitat Autònoma de Barcelona, Spain; Markus Hohenwarter, Florida Atlantic University, United States; Michel Gagnon, École Polytechnique de Montréal, Canada

    Le but de notre exposé est de montrer une nouvelle approche pour la recherche sur l'apprentissage de la géométrie à l'école secondaire à partir d'un environnement informatique d'apprentissage... More

    pp. 428-435

  18. The Impact of Web 2.0 on Learning at a Technical University - A usage survey

    Christian Safran, Christian Gütl & Denis Helic, IICM, TU Graz, Austria

    The recent years saw a lot of discussion about technologies and applications labeled "Web 2.0" and its influence on e-learning. "Web 2.0", labeling an idea rather than a concrete technology, lead... More

    pp. 436-443

  19. Medical Students' Self-assessment Abilities: A Comparison of Computer-Based and Standardized Patient Exams

    Maria Sandberg, Karolinska Institutet, Sweden; Pat Youngblood, SUMMIT, Stanford University School of Medicine, United States; Jennifer Hayes, Stanford University School of Medicine, United States; Pauline Brutlag, SUMMIT, Stanford University School of Medicine, United States; Andrew Nevins, Stanford University School of Medicine, United States; Nabil Zary & Uno Fors, LIME, Karolinska Institutet, Sweden; Parvati Dev, SUMMIT, Stanford University School of Medicine, United States; Neil Gesundheit, Stanford University School of Medicine, United States

    Abstract: Good self-assessment abilities may be one of the most important skills for medical students to acquire, both for successful completion of highly demanding educational programs and to... More

    pp. 444-447

  20. Critical Thinking in a Collaborative Online Multimedia PBL Simulation

    Robyn Schell & David Kaufman, Simon Fraser University, Canada

    Collaborative Online Multimedia Problem Based Learning Simulation (COMPS) is a prototype designed for teaching and learning in a collaborative online problem-based learning environment.... More

    pp. 448-455