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Browsing by Subject: Evaluation

  1. Teaching and Learning with Wearable Technologies

    Bård Ketil Engen, Tonje Hilde Giæver & Louise Mifsud, Oslo and Akerhus University College, Norway

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2017 (Oct 17, 2017) pp. 1057–1067

    This paper presents analysis and findings from a research-driven experimental study that was designed to explore the possibilities and challenges in using wearable computers for supporting learning... More

    pp. 1057-1067

  2. Towards the Design of a Digital Fluency Course – An Exploratory Study

    Sharon Bratt & Liam Hodgins, Grant Macewan University, Canada

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2017 (Oct 17, 2017) pp. 1017–1030

    The purpose of this study was to assess the efficacy of the design of a first year introduction to digital fluency course primarily for a library and information technology cohort at a Canadian... More

    pp. 1017-1030

  3. User Centred e-learning, opportunities and challenges: a literature review

    Sonica Katoch, Vivian Doan & Nastaran Dadashi, George Brown College, Canada

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2017 (Oct 17, 2017) pp. 933–942

    This paper aims to explore the role of online learning in supporting Essential Employability Skills (EES) and Vocational Learning Outcomes (VLO) for education in design The present paper describe... More

    pp. 933-942

  4. Combining Network Visualizations of Online Interactions and Real-world Collaborations in a Learning Community for Effective Interventions

    Takahiro Tagawa, Kyushu University, Japan; Osamu Yamakawa, Fukui prefectural University, Japan; Koichi Yasutake & Takahiro Sumiya, Hiroshima University, Japan; Hitoshi Inoue, College of Healthcare Management, Japan

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2017 (Oct 17, 2017) pp. 856–861

    Nowadays most of students carry their own smartphone and use it for their communication and learning We propose the basic concept of visualization of learning community, combining information about... More

    pp. 856-861

  5. Student perspectives on experiences in an online doctoral program

    Radhika Viruru & Ambyr Rios, Texas A&M University, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2017 (Oct 17, 2017) pp. 681–687

    This paper presents the results of a program evaluation conducted to assess the effectiveness of an online doctoral program in educational leadership at a Research One University Feedback was... More

    pp. 681-687

  6. Technology Skills Acquisition in a Pre-service teacher Digital Storytelling Project

    Nyarai Tunjera & Agnes Chigona, Cape Peninsula University of Technology, South Africa

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2017 (Oct 17, 2017) pp. 672–680

    Pre-service teachers may be familiar with a variety of technology, however, studies have shown that they are inadequately prepared to integrate technology into teaching and learning This paper... More

    pp. 672-680

  7. The Pedagogical Variation Model for online Learning and Teaching: Increasing Retention Rates and Decreasing Drop-out Rates

    Maria SUSY Rogers, The University of South Wales, Pontypridd, UK, United Kingdom

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2017 (Oct 17, 2017) pp. 654–661

    This paper explores various learning and teaching strategies for both learners and teachers in creating online learning environments, whether constructivist or instructivist, that are conducive in... More

    pp. 654-661

  8. How does an LMOOC work?

    Terumi Miyazoe, Tokyo Denki University, Japan

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2017 (Oct 17, 2017) pp. 638–643

    This paper presents the latest information regarding the research on language massive open online courses (LMOOCs) Although research on MOOCs in general has been growing, studies that focus on... More

    pp. 638-643

  9. Factors Influencing Response Rates in Online Student Evaluation Systems: A Systematic Review Approach

    Samuel Asare & Ben Kei Daniel, University of Otago, New Zealand

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2017 (Oct 17, 2017) pp. 537–541

    Students’ feedback on teaching activities significantly contributes to the enhancement of the quality of teaching and learning Conventionally students evaluate teaching activities through paper... More

    pp. 537-541

  10. A Study on Student Perceptions of an Adaptive Learning System in College Algebra and Its Effect on Course Performance

    Claire Stuve, The University of Toledo, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2017 (Oct 17, 2017) pp. 477–482

    College-level introductory math courses are notorious for students’ high rate of failure and lack of mastery Adaptive learning systems were created to address these problems However, research on ... More

    pp. 477-482

  11. Distance Learning Instructional Design: Assessing Professional Competence with Miller’s Pyramid

    Barbara Schultz-Jones, Daniella Smith, Michelle Farabough & RaeAnna Jeffers, University of North Texas, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2017 (Oct 17, 2017) pp. 459–466

    Delivering pre-service education in an online environment provides ease of access and convenience to students preparing for a professional role Understanding the scope of that profession is... More

    pp. 459-466

  12. Affective Agile Project Management: An Embodiment of Seamless Learning

    Rainer Mueller, Department of Computer Sciences, University of Applied Science, Constance, Germany; Ralf Schimkat, Department of Computer Sciences, University of Applied Science, Constance, Germany, Germany

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2017 (Oct 17, 2017) pp. 410–415

    Successful project management (PM), as one of the most important key competences in the western-oriented working world, is mainly influenced by experience and social skills As a direct impact on PM... More

    pp. 410-415

  13. Visualizing Dominant Behaviours in Problem-Based Learning Environments: A Case Study Analysis of the HOWARD Platform

    Lingyun Huang, Stephen Bodnar, Juan Zheng, Maedeh Kazemitabar & Susanne Lajoie, Faculty of Education, McGill University, Canada; Yuxin Chen, Gurpreet Birk & Cindy Hmelo-Silver, School of Education, Indiana University Bloomington, United States; Juan Pablo Sarmiento & Ricki Goldman, Department of Administration Leadership and Technology, New York University, United States; Jeffrey Wiseman, Center for Medical Education, McGill University, Canada; Lapki Chan, School of Biomedical Sciences, The University of Hong Kong, Hong Kong

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2017 (Oct 17, 2017) pp. 359–364

    Dominance is a problematic phenomenon describing that a student monopolizes discussion time or seeks to control or direct learning goals in the process of collaborative learning This study aimed to... More

    pp. 359-364

  14. The adoption of a mobile device as a teaching agent in Higher Education

    Ivana Maria Schnitman & Fabricio Forgerini, Federal University of Southern Bahia, Brazil

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2017 (Oct 17, 2017) pp. 207–213

    This article examines the adoption of technological innovations in education, such as the use of mobile devices, as teaching agent to pedagogical mediation The research discusses factors that could... More

    pp. 207-213

  15. From Beginning to End: Holistic Faculty Development for eLearning and its Programmatic Impact

    Sara Frizelle, Andreas Brockhaus & Todd Conaway, University of Washington Bothell, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2017 (Oct 17, 2017) pp. 140–143

    Online, hybrid, and web-enhanced instruction have become a core mode of instruction for most colleges and universities in the United States However, institutions are still challenged with how to... More

    pp. 140-143

  16. Self-assessment of online participation: Using a reflective approach to enhancing student experience

    Jo Axe, Elizabeth Childs & Lois Fearon, Royal Roads University, Canada

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2017 (Oct 17, 2017) pp. 102–107

    The use of online technology in education continues to grow (Canadian Virtual University, 2012; Kanuka, 2008; White, Warren, Faughnan, & Manton, 2010) and student engagement is critical to their... More

    pp. 102-107

  17. Customizing Section 508 HHS Checklists to Evaluate Accessibility of Interactive Features in Online Courses

    Ngoc Vo, Lauren Hamel, Yinning Zhang, Angela Brodsky, Angela Reid, Lucas Carr, Wesley Steverson & Michael Harris, eCampus, University System of Georgia, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2017 (Oct 17, 2017) pp. 88–101

    This study aims at evaluating and distilling the US Department of Health & Human Services (HHS) Accessibility checklists into shorter, more applicable checklists that focus on the interactivity... More

    pp. 88-101

  18. Case Studies Using e-Textbooks Connected with a Learning Management System

    Toshioki Soga, Chitose Institute of Science and Technology, Japan; Takahiro Nakahara, Sangensha LLC., Japan; Norihito Kawana, Sapporo International University, Japan; Izumi Fuse, Hokkaido University, Japan; Tohru Kaku & Rika Saito, Japan Health Care College, Japan; Yasuyuki Nakamura, Nagoya University, Japan

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2017 (Oct 17, 2017) pp. 82–87

    We conducted three case studies using e-textbooks connected with Moodle, a learning management system. Two case studies were carried out under a bring your own device environment, and one case... More

    pp. 82-87

  19. Augmented Affordances Support Learning: Comparing the Instructional Effects of the Augmented Reality Sandbox and Conventional Maps to Teach Topographic Map Skills

    Rick Richardson & Dotty Sammons, Idaho State University, Department of Organizational Learning and Performance, College of Education, United States; Donna Delparte, Idaho State University, Geosciences Department, College of Science and Engineering, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2017 (Oct 17, 2017) pp. 71–81

    This study compared learning performance during and following AR and non-AR topographic map instruction and practice Two-way ANOVA testing indicated no significant differences on a posttest... More

    pp. 71-81

  20. MOOCs and Self-Regulated Learning Preliminary Validation of a Scale

    Charo Reparaz, University of Navarra, Spain; Guillermo Mendoza, Universidad Católica de El Salvador, El Salvador; Maite Aznárez-Sanado, University of Navarra, Spain

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2017 (Oct 17, 2017) pp. 66–70

    As the levels of support and interaction with the teacher in a MOOC are lower than those of traditional online courses, dropout levels in MOOCs are very high Thus it is necessary to place greater... More

    pp. 66-70