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E-Learn 2011--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education

Oct 18, 2011


Curtis Ho; Meng-Fen Grace Lin

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Table of Contents

This conference has 6 award papers. Show award papers

Number of papers: 454

  1. Concept Maps as Metacognitive Instructional Tools for English Language Learners

    Rachel Barouch Gilbert, Noah Schroeder & Olusola Adesope, Washington State University, United States

    Abstract. Education of limited English proficiency students has posed an enormous challenge to the United States public education system. Difficulties triggered by language limitations hinder the... More

    pp. 1821-1826

  2. Own your Learning: Self-directed Learning in Informal Environments

    Madhumita Bhattacharya, University of Victoria, Canada; Natalie Senjov-Makohon, University of Melbourne, Australia

    Technological advancements made it possible to create learning environments which can integrate learning from different sources and approaches. Moving between different modes and media become... More

    pp. 1827-1829

  3. A Framework for Agile Instructional Development

    Sharon Bratt, Grant Macewan University, Canada

    This paper presents a conceptual framework for agile instructional development that is intended to support efficiency while fostering pedagogical excellence. The framework addresses the lack of... More

    pp. 1830-1839

  4. Finding the Water Cooler: A Model for Communication among Virtual Instructional Design Teams

    Sara Bryan, Capella University, United States

    This paper condenses the findings from a doctoral study (Bryan 2011) of four instructional designers in business contexts who worked with geographically dispersed (i.e., virtual) teams. Analysis... More

    pp. 1840-1845

  5. Does digital storytelling support reflection processes?

    Jean Claude Callens, KATHO, Belgium; Jan Elen, K.U.Leuven, Belgium

    In this contribution we study the impact of learner control and of linear/non linear structured guidelines to write a digital story on reflection processes. The results reveal that when students... More

    pp. 1846-1855

  6. Learners’ Viewing Behavior in Watching Instructional Video ---an Eye Tracking Analysis

    Jianxia Cao & Akinori Nishihara, Tokyo Institute of Technology, Japan, Japan

    Along with the prevailing usage of instructional video in mobile and e-learning, it is becoming urgent to understand how learners deploy their attention when they learn through video and thus to... More

    pp. 1856-1864

  7. The Evolving Role of Instructional Designers in Post Secondary Education

    Ining Chao, Royal Roads University, Canada

    This roundtable discussion focuses on the practice of instructional design in post-secondary education as online learning becomes main stream in many colleges and universities. We will begin by... More

    pp. 1865-1868

  8. Students' Perceptions of Mobile Learning with the iPhone

    Xi Chen, Jongpil Cheon & Steven Crooks, Texas Tech University, United States

    This paper will investigate the current state of students’ perceptions and attitudes toward mobile learning (M-Learning), and the differences between iPhone users and non-iPhone users regarding... More

    pp. 1869-1873

  9. Instructional Design Team

    Hyun Choi, Online & Continuing Education, University of Illinois at Urbana-Champaign, United States

    This presentation will discuss and invite discussion on the topic of instructional design team services, processes and practices. As an initial focal point, participants will be invited to... More

    p. 1874

  10. Online Learning Effectiveness for Large-Enrollment Courses

    Hyun Choi, Online & Continuing Education, University of Illinois at Urbana-Champaign, United States

    This presentation will discuss the design challenges and effectiveness of specific instructional design strategies with large enrollment undergraduate courses. Toward this end, we look closely at... More

    p. 1875

  11. Implications of connectivist pedagogy for online learning environments

    Betul Czerkawski, The University of Arizona South, United States

    In the recent years, e-learning gained wide acceptance in learning communities mostly because of its capability of reaching audiences by collapsing time and space, encouraging interaction and... More

    pp. 1876-1879

  12. A Hybrid Graduate Education Experience—Sakai Phase III

    Marietta Daulton, Walsh University, United States

    Our university is among the more than 350 educational institutions using Sakai as an on-line technology for teaching on-line and hybrid courses. The integration of on-line learning experiences... More

    pp. 1880-1883

  13. First Year Undergraduate Students’ Perception of the Effectiveness and Transfer of Multimedia Training

    Merideth Dee & Valerie Bryan, Florida Atlantic University, United States

    This paper reports the findings of a study conducted to evaluate the perceived effectiveness of a multimedia tutorial for first year undergraduate students who used a university course registration... More

    pp. 1884-1889

  14. Tensions Within a Cross-Cultural Online Course

    Christopher Devers, Indiana Wesleyan University, United States

    The purpose of this paper was to explore tensions within a single cross-cultural online course. Participants were enrolled in the course “Teaching and Learning about Africa, at either a Midwestern ... More

    pp. 1890-1894

  15. Manifestations of hard and soft technologies in immersive spaces

    Jon Dron, Athabasca University, Canada; Torsten Reiners, Curtin University, Australia; Sue Gregory, University of New England, Australia

    Immersive spaces are innately flexible. However, for learners, some constraints and scaffolding may often be valuable. This paper looks at immersive spaces as soft and hard technologies. Soft... More

    pp. 1895-1904

  16. Assessing Student Feedback on Experience in a Wiki Project

    James Duggan, Dokkyo University, Japan

    This presentation examines the feedback given by students taking in a wiki project recently carried out at a mid-sized suburban university in Japan. In this project, a wiki host was used to provide... More

    pp. 1905-1909

  17. E-Learning as Liberation: Conveying Compassion in Online Pedagogy

    Kathy Enger, North Dakota State University, United States; Rob Walsh, Valley City State University, United States

    Abstract: The purpose of this study was to examine the attitudes of students following the completion of an online doctoral level multicultural diversity course based on Banks transformative... More

    pp. 1910-1916

  18. Constructing a 3D Collaborative Virtual Environment for Creativity Support

    Mikhail Fominykh & Ekaterina Prasolova-Førland, Program for learning with ICT, Norwegian University of Science and Technology, Norway; Monica Divitini, Department of Computer and Information Science, Norwegian University of Science and Technology, Norway

    In this paper, we focus on creativity support for learning in 3D collaborative virtual environments. We propose a set of requirements and a design for a 3D virtual working environment that supports... More

    pp. 1919-1928

  19. Online Learner Competencies: Results of a Worldwide Validation Study

    Barbara Grabowski, Penn State University, United States; Gila Kurtz, The Center for Academic Studies, Israel; Insung Jung, International Christian University, Japan; Michael Beaudoin, University of New England, United States; Katsuaki Suzuki, Kumamoto University, Japan

    Several researchers argue that online learners should develop certain knowledge, experience, abilities and attitudes (or competencies) to gain the greatest benefit from their online studies and... More

    pp. 1929-1935

  20. Argument Mapping Software Can Improve Leadership in Organizations

    James Hanson, University of New South Wales, Australia

    This paper argues that argument mapping software can be used to enhance the effectiveness of leadership in organizations. The software can be used in leadership development programs to improve the... More

    pp. 1936-1941