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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. Assessment of Institutionalization Mapping (AIM) Tool: Measuring Institutionalization of Higher Education Innovations

    Yao Hill & Robert Franco, University of Hawai'i - Kapi'olani College, United States

    The Assessment of Institutionalization Mapping (AIM), through an online survey tool, generates a measure of the success of institution-wide innovations and programs. When conducted biennially,... More

    pp. 666-671

  2. Assessing the Impact of Faculty Development for Online Instructors

    Emily Hixon, Janet Buckenmeyer, Casimir Barczyk & Lori Feldman, Purdue University Calumet, United States

    This study summarizes the results of a program evaluation of the Distance Education Mentoring Program (DEMP), an ongoing initiative at Purdue University Calumet, Indiana (USA) designed to enhance... More

    pp. 672-681

  3. Assessment of Students’ Usage of Computers Technologies by Program at Botswana College of Agriculture

    Keba Hulela, Botswana College of Education, Botswana

    A survey of 120 students who frequently visit the Information Technology (ICT) laboratory at Botswana College of Agriculture was conducted to establish the activities which students of different... More

    pp. 682-683

  4. Introduction to Analytics for E-Learning

    Phil Ice, Jennifer Stephens-Helm & Karan Powell, American Public University System, United States

    E-Learning provides a dynamic means of providing learning opportunities anytime / anywhere, however, measuring success is dependent on relating initiatives to outcomes. Data often resides in a... More

    pp. 684-686

  5. Blended Learning: Students' Perspectives

    Cheryl Jeffs, Douglas College, Canada

    This brief paper focuses on the topic of blended learning in higher education and a study (in progress) in a community college, continuing education program. The primary focus of this study is... More

    pp. 687-691

  6. Setting the Tone on the First Day of Class in the Online Classroom

    Therese Kanai, University of Phoenix, United States

    In order to set the tone in an online classroom clear expectations are paramount on the first day of class to ensure success of the learner. This process includes however is not limited to;... More

    p. 692

  7. Evaluation of U-learning Program in Schools

    Hye-Sook Kim, Daegu University, Korea (South)

    The purpose of the study is to evaluate u-learning pilot program in schools launched by the Korean government in March 2005. The target students, applied subjects, used devices, and the ways of... More

    pp. 693-699

  8. Development of education of medical field students with information and communication technology

    Yuta Kobayashi, School of Nursing, Faculty of Medicine, Shimane University, Japan

    In the present study, number of access of students to e-learning contents we developed in these days are surveyed to clarify the current state and the issues of our system and to develop further... More

    pp. 700-705

  9. Multi-factored Verification of Students in Online Testing

    Kazimierz Kowalski, California State University, Dominguez Hills, United States

    Assessment of student progress is an important part of education process. In on-line teaching and learning this process is remarkably demanding due to the possibility of fraud. There are many ways... More

    pp. 706-711

  10. The Quality of Student Learning Experiences in Traditional, Asynchronous, and Synchronous Online Courses

    Lydia Kyei-Blankson, Illinois State University, United States; Esther Ntuli, Idaho State University, United States

    In this study, student performance and perceptions of the quality of instruction in three separate sessions of a research methods course delivered using a traditional face-to-face format, an... More

    pp. 712-718

  11. Active and passive technology integration in context-aware learning spaces

    Teemu Laine & Erkki Sutinen, University of Eastern Finland, Finland; Mike Joy, University of Warwick, United Kingdom; Eeva Nygren, University of Eastern Finland, Finland

    Context-aware learning spaces (CALSs) utilise resources of the surrounding context in the learning process. UFractions is a CALS combining a storytelling game and fraction rods for mathematics... More

    pp. 719-728

  12. Building Integrative STEM (Science, Technology, Engineering, and Mathematics) Learning Community: A Pre-service Elementary School Teachers’ Class

    Dongkuk Lee, Korea National University of Education, Korea (South); Hyuksoo Kwon, Kyungpook National University, Korea (South); Jisuk Kim, Gongju National University of Education, Korea (South)

    This study is designed for identifying key impacts of utilizing e-portfolio and expert group participation strategies on 34 elementary pre-service teachers in an integrative STEM (Science,... More

    p. 729

  13. Graduate Student’s Preference toward Strong Instructor Support over Peer to Peer Collaboration in Online Courses

    Justin Louder, Nancy Maushak, Steven Crooks, Stephanie Jones & William Lan, Texas Tech University, United States

    This paper is a report on the findings of a study conducted on graduate level students enrolled in distance/online education courses. Multiple regression analyses were conducted to examine student’... More

    pp. 730-735

  14. Using the Computer to Learn about the Computer: An Approach for Acquiring Basic IT Skills in Primary Schools

    Ulrike Lucke, University of Potsdam, Germany

    This article describes a course on computers and information technology for primary schools. Starting from the idea to give young children an understanding of the universality of the computer, the ... More

    pp. 736-741

  15. The Effects of Tinkerability on Novice Programming Skill Acquisition

    Tian Luo, Ohio University, United States

    This paper reports on an exploratory study which used a graphical programming environment, Scratch, to facilitate the comprehension of a scripting programming language, ActionScript. Online survey ... More

    pp. 742-748

  16. On the Importance of the Impact Analysis of Social Network Methods in Elearning

    Seid Maglajlic, RailNetEurope, Austria

    The involvement of social networks in elearning, whether implicit or explicit, has been under scientific investigation for several years already. The recognition of their implicit involvement in... More

    pp. 749-752

  17. Design and incorporation of outcome assessment function into LMS

    Toyoji Matsumoto & Sinobu Segawa, Kanazawa University, Japan; Haruhiko Taira & Kenichi Yasuda, WebClass Japan Ltd., Japan

    In 2007, we started a new class called Advanced use course of personal computer as an elective subject available to all students, and we adopted blended e-learning in the class. We initiated the... More

    pp. 753-758

  18. Making a Difference: Student Perceptions of E-learning Blended with Traditional Teaching Methods

    Graham McMahon, Shelley Yeo & Michael Williams, Curtin University, Australia

    E-learning resources are often used to supplement traditional teaching within tertiary courses, a concept referred to as blended learning. This research examines the effectiveness of blended... More

    pp. 759-764

  19. Usability Study of Mobile Learning Technology: A Holistic Evaluation of a Field Observation Experience

    Anne Mendenhall, Learning Systems Institute, Florida State University, United States; Ian Douglas, Learning Systems Institute, United States; Paul Marty, College of Communication and Information, United States; Nicole Alemmane & Amanda Clark, Learning Systems Institute, United States

    The purpose of this study is to evaluate a field observation experience for students learning about the nature of science and practicing scientific inquiry. A holistic approach will be used to... More

    p. 765

  20. Potential of New Video Conferencing Tools for Bringing Distance & Online Learners to the Face-to-Face Classrooms: Bridging Physical Separation

    Mahnaz Moallem, University of North Carolina, Wilmington, United States; Florence Martin & Raymond Pastore, UNCW, United States

    In this presentation we will share our experiences and best practices in combining live and on campus courses with online and distance education courses removing the physical separation between the... More

    pp. 773-781