This paper describes the process and particular support tools for authoring reusable web-based multimedia presentations. These tools enable authors to record and encode streams of audio and video, and to integrate into them additional multimedia material, such as PowerPoint slides. The paper also describes the W3C synchronized multimedia integration language (SMIL) standard that enables the interlinking of audio/video with additional material. Finally, the paper introduces an easy-to-use authoring tool, developed and used by the author’s faculty to produce multimedia information packages, and their corresponding user interface.
{"title":"Producing Reusable Web-Based Multimedia Presentations","authors":"F. Bodendorf, M. Schertler, E. Cohen","doi":"10.28945/415","DOIUrl":"https://doi.org/10.28945/415","url":null,"abstract":"This paper describes the process and particular support tools for authoring reusable web-based multimedia presentations. These tools enable authors to record and encode streams of audio and video, and to integrate into them additional multimedia material, such as PowerPoint slides. The paper also describes the W3C synchronized multimedia integration language (SMIL) standard that enables the interlinking of audio/video with additional material. Finally, the paper introduces an easy-to-use authoring tool, developed and used by the author’s faculty to produce multimedia information packages, and their corresponding user interface.","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"89 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116889620","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
E-Books are a type of e-content based learning object whose benefits may include: hyper linking, nonlinearity, data density, customizability, greater distribution, low costs, search ability, and other multimedia features (Shiratuddin, Hassan, & Landoni, 2003). Originally introduced in the late 1990’s, the growth of e-books has been sluggish. Midgley reported (as cited in Wilson, 2003) that while proponents believe that e-books will come to change the way we understand reading and represent the future of reading in this digital age, critics explain that reading on a screen is an unpleasant experience that has, and will continue to, stymie the growth of e-books (Weeks, 2002). Concurrently, Prensky (2001) reports that the new generation of students entering higher education, the “Millennials”, are fascinated by new technologies and considers it as a natural part of their environment. This paper represents the findings of students’ reported experiences and perceptions of e-books at a historically Black university.
{"title":"Reading in A Digital Age: e-Books Are Students Ready For This Learning Object?","authors":"Nicole A. Buzzetto-More, Retta Guy, M. Elobaid","doi":"10.28945/397","DOIUrl":"https://doi.org/10.28945/397","url":null,"abstract":"E-Books are a type of e-content based learning object whose benefits may include: hyper linking, nonlinearity, data density, customizability, greater distribution, low costs, search ability, and other multimedia features (Shiratuddin, Hassan, & Landoni, 2003). Originally introduced in the late 1990’s, the growth of e-books has been sluggish. Midgley reported (as cited in Wilson, 2003) that while proponents believe that e-books will come to change the way we understand reading and represent the future of reading in this digital age, critics explain that reading on a screen is an unpleasant experience that has, and will continue to, stymie the growth of e-books (Weeks, 2002). Concurrently, Prensky (2001) reports that the new generation of students entering higher education, the “Millennials”, are fascinated by new technologies and considers it as a natural part of their environment. This paper represents the findings of students’ reported experiences and perceptions of e-books at a historically Black university.","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"105 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124843862","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Using a survey, conducted among students at Sofia University “St. K. Ohridski” (the biggest University in Bulgaria), a general need for more adaptive and flexible learning content was identified. Meta-data and their standardisation are seen as a promising technology for achieving this goal. On the base of analysis of existing standards, a model for meta-data application in reusable learning resources delivery is proposed. It is further shown how the model can be applied in existing Learning Content Management Systems (LCMS) in order to achieve more adaptive learning content delivery. This will allow future research in the filed of meta-data use in delivery of learning materials via mobile technologies and for satisfying special needs of people with disabilities.
通过对索非亚大学“St. K. Ohridski”(保加利亚最大的大学)的学生进行的一项调查，确定了对更具适应性和灵活性的学习内容的普遍需求。元数据及其标准化被视为实现这一目标的一种很有前途的技术。在分析现有标准的基础上，提出了元数据在可重用学习资源交付中的应用模型。进一步展示了如何将该模型应用于现有的学习内容管理系统(LCMS)，以实现更具适应性的学习内容交付。这将允许未来在元数据领域进行研究，通过移动技术提供学习材料，并满足残疾人的特殊需要。
{"title":"Meta-Data Application in Development, Exchange and Delivery of Digital Reusable Learning Content","authors":"K. Yordanova","doi":"10.28945/396","DOIUrl":"https://doi.org/10.28945/396","url":null,"abstract":"Using a survey, conducted among students at Sofia University “St. K. Ohridski” (the biggest University in Bulgaria), a general need for more adaptive and flexible learning content was identified. Meta-data and their standardisation are seen as a promising technology for achieving this goal. On the base of analysis of existing standards, a model for meta-data application in reusable learning resources delivery is proposed. It is further shown how the model can be applied in existing Learning Content Management Systems (LCMS) in order to achieve more adaptive learning content delivery. This will allow future research in the filed of meta-data use in delivery of learning materials via mobile technologies and for satisfying special needs of people with disabilities.","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125388102","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Continued use of a system beyond initial adoption is one of the most challenging issues in practice and research. This study examines the continued use of an online assignment submission system, which was implemented in a blended distance learning university. The system has two main groups of users: the students who may choose between submitting their work through the system or via regular mail, and the tutors who have to check these assignments. This paper analyzes the system’s continued use from the tutor’s perspective. After nine years of implementation, about half of the assignments were submitted via the system. The research model, which is based mainly on the technology acceptance model (TAM) and diffusion of innovation theory, has been empirically examined with data collected via a Web survey from 89 tutors. Behavioral intention to use the system was influenced mainly by its compatibility with the assignment checking process, its perceived usefulness, its real value, and tutors’ attitude toward new technologies. The findings suggest that the system is not compatible with the checking process of those tutors who are reluctant to use it.
{"title":"Not as Easy as E-Mail: Tutors' Perspective of an Online Assignment Submission System","authors":"Orit Naor-Elaiza, N. Geri","doi":"10.28945/82","DOIUrl":"https://doi.org/10.28945/82","url":null,"abstract":"Continued use of a system beyond initial adoption is one of the most challenging issues in practice and research. This study examines the continued use of an online assignment submission system, which was implemented in a blended distance learning university. The system has two main groups of users: the students who may choose between submitting their work through the system or via regular mail, and the tutors who have to check these assignments. This paper analyzes the system’s continued use from the tutor’s perspective. After nine years of implementation, about half of the assignments were submitted via the system. The research model, which is based mainly on the technology acceptance model (TAM) and diffusion of innovation theory, has been empirically examined with data collected via a Web survey from 89 tutors. Behavioral intention to use the system was influenced mainly by its compatibility with the assignment checking process, its perceived usefulness, its real value, and tutors’ attitude toward new technologies. The findings suggest that the system is not compatible with the checking process of those tutors who are reluctant to use it.","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124568211","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper argues that a discussion board as an integral part of e-learning is a learning object worthy of scrutiny. It explores how current praxis and theory on learning objects can be used to improve the development and application of discussion boards. Implications for discussion board as learning objects are discussed. They include: (1) accessing learning objects via discussion boards, (2) using and sharing learning objects via discussion boards, (3) creating a cycle of composition and decomposition of learning objects via discussion boards, and (4) using computer agents to improve access and communication of the data archived in discussion boards. Recommendations for future research are made.
{"title":"Discussion Board: A Learning Object","authors":"Keith Harman, A. Koohang","doi":"10.28945/411","DOIUrl":"https://doi.org/10.28945/411","url":null,"abstract":"This paper argues that a discussion board as an integral part of e-learning is a learning object worthy of scrutiny. It explores how current praxis and theory on learning objects can be used to improve the development and application of discussion boards. Implications for discussion board as learning objects are discussed. They include: (1) accessing learning objects via discussion boards, (2) using and sharing learning objects via discussion boards, (3) creating a cycle of composition and decomposition of learning objects via discussion boards, and (4) using computer agents to improve access and communication of the data archived in discussion boards. Recommendations for future research are made.","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116177700","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Introduction In recent years, children from kindergartens in central Israel have been exposed to learning experiences in technology as part of the implementation of a curriculum on technological thinking. The curriculum has been developed upon the idea that technological thinking integrated into the kindergarten's culture will stimulate the children's curiosity and will support, and even demand, the use of higher-order thinking, analytic capabilities, abstraction, and problem solving, laying out the road to knowledge building processes and learning. The demand for such technological-thinking related skills is not usually part of the curriculum in Israeli kindergartens. A unique strand within the implemented curriculum deals with the issue of 'smart artifacts'--computer controlled adaptive systems. Children are exposed nowadays from a very young age to controlled technological systems. A visit to the nearest shopping centre introduces them to automatic doors, escalators, anti-theft security equipment, or automated control gates in parking lots. Many toys they play with are programmable, and at home they interact with complex tools and devices, e.g., remote-controlled appliances, mobile phones, and computers. Children are born into a technological world comprising a wide range of smart artifacts; hence, it is only natural that the kindergarten's learning environment embraces these advanced technologies as well. The rationale of this study addresses the fact that while smart artifacts and robotic systems are being increasingly adopted as educational resources in many kindergartens, key questions deserve still to be examined: What do we know about children's understanding of artificial-adaptive behavior? What developmental affordances and constraints support or restrain children's understanding? What understanding and skills does the interaction with the robotic systems promote? How might systematic knowledge about children's understandings and capabilities help for planning mindful integration of robotic systems as educational tools? In our studies with kindergarten children we address these and similar questions--this paper reports our findings about children's stance towards programmable artifacts with adaptive behavior. Background The ambiguous status of computational objects among artifacts was studied in a series of works. In van Duuren & Scaife's study (1996) artifacts with different anthropomorphic features, i.e., interactive and adaptive behaviors that can be interpreted by children as psychological reality and a person, were used to elicit children's associations as regards to issues such as mental acts of dreaming; motor acts of walking; sensory acts and feelings; and even the very question as to whether the objects have a brain. While children's ideas about a doll, book, and person did not show any developmental differences, the "clever artifacts"--a robot and a computer--showed developmental differences. By the age of 7 years, children c
{"title":"Kindergarten Children's Perceptions of \"Anthropomorphic Artifacts\" with Adaptive Behavior","authors":"Asi Kuperman, D. Mioduser","doi":"10.28945/1732","DOIUrl":"https://doi.org/10.28945/1732","url":null,"abstract":"Introduction In recent years, children from kindergartens in central Israel have been exposed to learning experiences in technology as part of the implementation of a curriculum on technological thinking. The curriculum has been developed upon the idea that technological thinking integrated into the kindergarten's culture will stimulate the children's curiosity and will support, and even demand, the use of higher-order thinking, analytic capabilities, abstraction, and problem solving, laying out the road to knowledge building processes and learning. The demand for such technological-thinking related skills is not usually part of the curriculum in Israeli kindergartens. A unique strand within the implemented curriculum deals with the issue of 'smart artifacts'--computer controlled adaptive systems. Children are exposed nowadays from a very young age to controlled technological systems. A visit to the nearest shopping centre introduces them to automatic doors, escalators, anti-theft security equipment, or automated control gates in parking lots. Many toys they play with are programmable, and at home they interact with complex tools and devices, e.g., remote-controlled appliances, mobile phones, and computers. Children are born into a technological world comprising a wide range of smart artifacts; hence, it is only natural that the kindergarten's learning environment embraces these advanced technologies as well. The rationale of this study addresses the fact that while smart artifacts and robotic systems are being increasingly adopted as educational resources in many kindergartens, key questions deserve still to be examined: What do we know about children's understanding of artificial-adaptive behavior? What developmental affordances and constraints support or restrain children's understanding? What understanding and skills does the interaction with the robotic systems promote? How might systematic knowledge about children's understandings and capabilities help for planning mindful integration of robotic systems as educational tools? In our studies with kindergarten children we address these and similar questions--this paper reports our findings about children's stance towards programmable artifacts with adaptive behavior. Background The ambiguous status of computational objects among artifacts was studied in a series of works. In van Duuren & Scaife's study (1996) artifacts with different anthropomorphic features, i.e., interactive and adaptive behaviors that can be interpreted by children as psychological reality and a person, were used to elicit children's associations as regards to issues such as mental acts of dreaming; motor acts of walking; sensory acts and feelings; and even the very question as to whether the objects have a brain. While children's ideas about a doll, book, and person did not show any developmental differences, the \"clever artifacts\"--a robot and a computer--showed developmental differences. By the age of 7 years, children c","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125711757","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper presents a case study of a blended learning design where technology was integrated into a second year management subject in an attempt to increase student flexibility and interest while simultaneously delivering commercially valuable skills. Specifically, the study will evaluate the effectiveness of this move to a blended learning model of delivery and the use of social networking tools in aiding student learning. The technologies were designed to enhance the learning experience of students by providing an opportunity to work in small groups to collaborate on a group submission based on an authentic workplace scenario. Tasks were also designed to allow students to discuss their group project both synchronously, using a chat tool, and asynchronously, using discussions in the eLearning space. The success of this blended learning design is reported through analysis of the results from a student survey.
{"title":"A CSCL approach to blended learning in the integration of technology in teaching","authors":"Michael Jones","doi":"10.28945/1171","DOIUrl":"https://doi.org/10.28945/1171","url":null,"abstract":"This paper presents a case study of a blended learning design where technology was integrated into a second year management subject in an attempt to increase student flexibility and interest while simultaneously delivering commercially valuable skills. Specifically, the study will evaluate the effectiveness of this move to a blended learning model of delivery and the use of social networking tools in aiding student learning. The technologies were designed to enhance the learning experience of students by providing an opportunity to work in small groups to collaborate on a group submission based on an authentic workplace scenario. Tasks were also designed to allow students to discuss their group project both synchronously, using a chat tool, and asynchronously, using discussions in the eLearning space. The success of this blended learning design is reported through analysis of the results from a student survey.","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125233900","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Introduction Motivation is an essential component of the learning process (Anderman & Dawson 2011; Anderman & Wolters 2006; Schunk & Zimmerman, 2006) and in many cases impacts the students' behaviors in the learning environment. It is for this reason that much educational research focuses on efforts to learn about its varied aspects and implications. From the point of view of developers of online learning environments, there is a need to offer students a variety of educational tools, such as interactive exercises and games, that may promote motivation to learn and thereby enhance learning (Gee, 2003; Mayer, 2011; Mintz & Nachmias, 1998). Students in online environments may choose their own learning path based on their preferences and needs. Their choice is exercised, for example, by the type or amount of content they consume, the time they dedicate to learning, and the effort they are willing to make (Sims & Hedberg, 1995). Motivated students consume more content and use more tools, dedicate more time to thinking, and make an effort to answer questions correctly (e.g., Cocea & Weibelzahl, 2007). Hence, it is clear that developers should be informed about students' behaviors in order to enhance the design of the environments for better learning (Pahl, 2004). Assessment of learners' motivation in online environments has been a challenge for researchers as well as developers due to the fact that it is a difficult factor to evaluate without physically observing the students in the learning process. Traditional research tools, such as surveys and questionnaires, as well as the LMS (Learning Management Systems) of the learning environments, provide limited information to the issue posed. This gap may be bridged with log file analysis, which makes it possible to learn about the online learner by automatically and continuously collecting digital traces (Hershkovitz & Nachmias, 2009). Therefore in this study we have used log file analysis as a methodological tool to learn about the students' actual behavior in different activities and to try and infer their motivation for learning. The study builds on aspects and measurements of motivation that have been previously described in the literature. Background Educational Tools in Online Learning Online learning environments contain a variety of educational tools to enhance students' knowledge and skills in a specific subject domain. These tools are often rich in media such as simulations, games, and other interactive tools (Mayer, 2011). However, perhaps the most prevalent tool for students are the drills in which they get immediate feedback regarding the accuracy of their answers (Egenfeldt-Nielsen, 2005; Weiss & Muller, 2008). Previous research described the influence of this feedback on learning by suggesting that it helps students to assess their knowledge and competence and to focus on their learning process (Chickering & Gamson, 1987; Gibbs & Simpson, 2004). On the other hand, in some studies, it was fou
{"title":"[Chais] Drills, Games or Tests? Evaluating Students' Motivation in Different Online Learning Activities, Using Log File Analysis","authors":"G. Ben-Zadok, Moshe Leiba, Rafi Nachmias","doi":"10.28945/1522","DOIUrl":"https://doi.org/10.28945/1522","url":null,"abstract":"Introduction Motivation is an essential component of the learning process (Anderman & Dawson 2011; Anderman & Wolters 2006; Schunk & Zimmerman, 2006) and in many cases impacts the students' behaviors in the learning environment. It is for this reason that much educational research focuses on efforts to learn about its varied aspects and implications. From the point of view of developers of online learning environments, there is a need to offer students a variety of educational tools, such as interactive exercises and games, that may promote motivation to learn and thereby enhance learning (Gee, 2003; Mayer, 2011; Mintz & Nachmias, 1998). Students in online environments may choose their own learning path based on their preferences and needs. Their choice is exercised, for example, by the type or amount of content they consume, the time they dedicate to learning, and the effort they are willing to make (Sims & Hedberg, 1995). Motivated students consume more content and use more tools, dedicate more time to thinking, and make an effort to answer questions correctly (e.g., Cocea & Weibelzahl, 2007). Hence, it is clear that developers should be informed about students' behaviors in order to enhance the design of the environments for better learning (Pahl, 2004). Assessment of learners' motivation in online environments has been a challenge for researchers as well as developers due to the fact that it is a difficult factor to evaluate without physically observing the students in the learning process. Traditional research tools, such as surveys and questionnaires, as well as the LMS (Learning Management Systems) of the learning environments, provide limited information to the issue posed. This gap may be bridged with log file analysis, which makes it possible to learn about the online learner by automatically and continuously collecting digital traces (Hershkovitz & Nachmias, 2009). Therefore in this study we have used log file analysis as a methodological tool to learn about the students' actual behavior in different activities and to try and infer their motivation for learning. The study builds on aspects and measurements of motivation that have been previously described in the literature. Background Educational Tools in Online Learning Online learning environments contain a variety of educational tools to enhance students' knowledge and skills in a specific subject domain. These tools are often rich in media such as simulations, games, and other interactive tools (Mayer, 2011). However, perhaps the most prevalent tool for students are the drills in which they get immediate feedback regarding the accuracy of their answers (Egenfeldt-Nielsen, 2005; Weiss & Muller, 2008). Previous research described the influence of this feedback on learning by suggesting that it helps students to assess their knowledge and competence and to focus on their learning process (Chickering & Gamson, 1987; Gibbs & Simpson, 2004). On the other hand, in some studies, it was fou","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122250344","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
More and more of today’s scholars conduct their research in a digital realm rather than using a print collection. The University of Arizona Libraries Guide on the Side tutorial software offers an opportunity to apply the principles of active learning with real world research scenarios. This paper reports on the design and introduction of interactive guided tools to support information literacy instruction in a community college setting. The initial implementation included 110 students who provided voluntary feedback about their perceptions and participated in a quiz assessing their comprehension. Response to the tutorials was overwhelmingly positive, with 96% of students reporting an increased understanding of given research interfaces after taking the interactive tutorials. In testing, students exhibited greater comprehension of the scope of the research interface, with an almost 55% increase in student performance over students who did not take the tutorials.
{"title":"Assessing Online Learning Objects: Student Evaluation of a Guide on the Side Interactive Learning Tutorial Designed by SRJC Libraries","authors":"A. Virtue, Ellen Dean, Mary B. Matheson","doi":"10.28945/2061","DOIUrl":"https://doi.org/10.28945/2061","url":null,"abstract":"More and more of today’s scholars conduct their research in a digital realm rather than using a print collection. The University of Arizona Libraries Guide on the Side tutorial software offers an opportunity to apply the principles of active learning with real world research scenarios. This paper reports on the design and introduction of interactive guided tools to support information literacy instruction in a community college setting. The initial implementation included 110 students who provided voluntary feedback about their perceptions and participated in a quiz assessing their comprehension. Response to the tutorials was overwhelmingly positive, with 96% of students reporting an increased understanding of given research interfaces after taking the interactive tutorials. In testing, students exhibited greater comprehension of the scope of the research interface, with an almost 55% increase in student performance over students who did not take the tutorials.","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130371272","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Electronic Performance Support Systems (EPSS) is a method for on-line learning and performance support applied in organizations for the last 20 years. EPSS integrates learning as well as task performance into a single action. It does so by providing information and guidance regarding the task according to a specific need and situation, thus allowing learning while working. Up to now, only a few empirical studies have been conducted on the effectiveness of EPSS in supporting task performance, while its ability to provide effective on-line learning remains in question. The current research goal is to assess EPSS effectiveness for both learning and performance support considering a number of primary organizational factors including work/learning environments. The results indicate that EPSS effectiveness is highly dependent on organizational environments and user experience. The findings also suggest a new perspective on former studies which claim EPSS superiority and others who disputed its effectiveness altogether. The research conclusions help in formulating development and implementation guidelines for both learning and performance support personnel by matching EPSS strategies to users' attributes and organizational environments
{"title":"Implementing On-Line Learning and Performance Support Using an EPSS","authors":"E. Gal, Rafi Nachmias","doi":"10.28945/1520","DOIUrl":"https://doi.org/10.28945/1520","url":null,"abstract":"Electronic Performance Support Systems (EPSS) is a method for on-line learning and performance support applied in organizations for the last 20 years. EPSS integrates learning as well as task performance into a single action. It does so by providing information and guidance regarding the task according to a specific need and situation, thus allowing learning while working. Up to now, only a few empirical studies have been conducted on the effectiveness of EPSS in supporting task performance, while its ability to provide effective on-line learning remains in question. The current research goal is to assess EPSS effectiveness for both learning and performance support considering a number of primary organizational factors including work/learning environments. The results indicate that EPSS effectiveness is highly dependent on organizational environments and user experience. The findings also suggest a new perspective on former studies which claim EPSS superiority and others who disputed its effectiveness altogether. The research conclusions help in formulating development and implementation guidelines for both learning and performance support personnel by matching EPSS strategies to users' attributes and organizational environments","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133504601","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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