Using educational blogs enriches online learning by creating a peer dialogue in the form of a reader response or a peer-blogger-peer feedback sequence. The present study explores interpersonal and group interactions in an academic course using blogs. The findings show that, as predicted by the theory of electronic propinquity (TEP), the feeling of nearness transmitted by students via blog posts interacted with different behavior variables (i.e., choosing post content-type, calling for feedback, responding to peers' comments) and positively affected students’ interpersonal online interactions. Furthermore, bloggers' ongoing responses to readers' comments promote additional peers' feedback. According to the hypothesis, private authorship in personal blogs affected group interaction patterns in comparison to multi-authored wikis. While educational blogs promoted communication among all course students, wiki interactions were affected by student offline former acquaintance and social contact. The present study findings suggest some recommendations concerning the use of educational blogs in order to encourage interactivity among students: (1) projecting nearness to audience, (2) sharing work experiences, feelings related to learning or personal experiences, and especially sharing student thoughts, rather than providing information, (3) calling for feedback, and (4) responding to peers’ comments.
{"title":"Open the Windows of Communication: Promoting Interpersonal and Group Interactions Using Blogs in Higher Education","authors":"I. Blau, Nili Mor, Tami Neuthal","doi":"10.28945/75","DOIUrl":"https://doi.org/10.28945/75","url":null,"abstract":"Using educational blogs enriches online learning by creating a peer dialogue in the form of a reader response or a peer-blogger-peer feedback sequence. The present study explores interpersonal and group interactions in an academic course using blogs. The findings show that, as predicted by the theory of electronic propinquity (TEP), the feeling of nearness transmitted by students via blog posts interacted with different behavior variables (i.e., choosing post content-type, calling for feedback, responding to peers' comments) and positively affected students’ interpersonal online interactions. Furthermore, bloggers' ongoing responses to readers' comments promote additional peers' feedback. According to the hypothesis, private authorship in personal blogs affected group interaction patterns in comparison to multi-authored wikis. While educational blogs promoted communication among all course students, wiki interactions were affected by student offline former acquaintance and social contact. The present study findings suggest some recommendations concerning the use of educational blogs in order to encourage interactivity among students: (1) projecting nearness to audience, (2) sharing work experiences, feelings related to learning or personal experiences, and especially sharing student thoughts, rather than providing information, (3) calling for feedback, and (4) responding to peers’ comments.","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"6 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":"114274225","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 Reusability is considered as an essential and undoubtedly the most important quality of learning objects (Sicilia & Garcia, 2003). A learning object is defined as follows (McGreal, 2004): "A learning object is any reusable digital resource that is encapsulated in a lesson or assemblage of lessons grouped in units, modules, courses, and even programs. A lesson can be defined as a piece of instruction, normally including a learning purpose." So far, there have been many attempts to support learning objects reuse, but most of these efforts have focused on defining reusable patterns (Baggetun, Rusman, & Poggi, 2004; Jones & Boyle, 2007) and on designing artifacts for evaluating and recovering materials (Cuadrado & Sicilia, 2005; Padron, Diaz, & Aedo, 2007). Therefore, in keeping with the experience in software development, effort should be put to define methods that permit the discovery of object commonalities. In turn, this information would allow for reuse. Since reusability refers to prospective and future usage scenarios, it is difficult to manage. The concept of reusability encompasses aspects related to format, interpretation, and pedagogical suitability (Sicilia, 2004). Thus, in order to achieve effective reusability it is necessary to tackle the problem from the point of view of: * The learning objects. The correct definition and formalization of learning objects to allow for determining their potential reuse. * The learning contexts. The adequate specification of the learning context permits determining the appropriate instruction method and, thereby, identifying the more reusable tasks or activities. The standards and tools previously available have focused on the first of the views presented above by dealing with aspects regarding format (but which overlooks the analysis of the specific context). In order to overcome this matter, the study of reusability in the development process of computer-supported learning systems has been proposed. A computer-supported learning system can be considered as a structured set of learning components, whose qualities and characteristics rely on the learning components that compose it. Thus, according to this notion, reusability refers to the ability to use services or learning objects for multiple courses or lessons (Hartshorne, 2003). In this context, the computer-supported learning systems reusability must take into account the features of the learning system to identify, recover, and use the learning components that comprise the system. Based on the experience of software development, reusability should be considered at the early phases of the development process (Kang, 1998). For this reason, and with the purpose of facilitating the identification of commonalities and further reuse, the definition of systematic analysis methods is needed. The rest of the paper is organized as follows. The second section describes the motivations for a specific analysis approach in the development of comput
{"title":"A Systems Engineering Analysis Method for the Development of Reusable Computer-Supported Learning Systems","authors":"D. Díez, Camino Fernández, J. Dodero","doi":"10.28945/377","DOIUrl":"https://doi.org/10.28945/377","url":null,"abstract":"Introduction Reusability is considered as an essential and undoubtedly the most important quality of learning objects (Sicilia & Garcia, 2003). A learning object is defined as follows (McGreal, 2004): \"A learning object is any reusable digital resource that is encapsulated in a lesson or assemblage of lessons grouped in units, modules, courses, and even programs. A lesson can be defined as a piece of instruction, normally including a learning purpose.\" So far, there have been many attempts to support learning objects reuse, but most of these efforts have focused on defining reusable patterns (Baggetun, Rusman, & Poggi, 2004; Jones & Boyle, 2007) and on designing artifacts for evaluating and recovering materials (Cuadrado & Sicilia, 2005; Padron, Diaz, & Aedo, 2007). Therefore, in keeping with the experience in software development, effort should be put to define methods that permit the discovery of object commonalities. In turn, this information would allow for reuse. Since reusability refers to prospective and future usage scenarios, it is difficult to manage. The concept of reusability encompasses aspects related to format, interpretation, and pedagogical suitability (Sicilia, 2004). Thus, in order to achieve effective reusability it is necessary to tackle the problem from the point of view of: * The learning objects. The correct definition and formalization of learning objects to allow for determining their potential reuse. * The learning contexts. The adequate specification of the learning context permits determining the appropriate instruction method and, thereby, identifying the more reusable tasks or activities. The standards and tools previously available have focused on the first of the views presented above by dealing with aspects regarding format (but which overlooks the analysis of the specific context). In order to overcome this matter, the study of reusability in the development process of computer-supported learning systems has been proposed. A computer-supported learning system can be considered as a structured set of learning components, whose qualities and characteristics rely on the learning components that compose it. Thus, according to this notion, reusability refers to the ability to use services or learning objects for multiple courses or lessons (Hartshorne, 2003). In this context, the computer-supported learning systems reusability must take into account the features of the learning system to identify, recover, and use the learning components that comprise the system. Based on the experience of software development, reusability should be considered at the early phases of the development process (Kang, 1998). For this reason, and with the purpose of facilitating the identification of commonalities and further reuse, the definition of systematic analysis methods is needed. The rest of the paper is organized as follows. The second section describes the motivations for a specific analysis approach in the development of comput","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"24 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":"131348105","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 study investigates the implementation of an Interactive Whiteboard (IWB) professional development program on instructional practices of elementary teachers. The research assesses to what extent teachers implement IWB-related strategies (e.g., technology-pedagogy correspondence, interactivity types, teaching-learning mode, differentiated learning, student-centered learning, multimedia principles, and appropriate design of IWB slides) in their instructional practices after completion of a 30-hour IWB professional development program. A case study design was used. The data was collected immediately after the course using the instrument for assessing IWB lessons through non-participant observations of 43 elementary teachers coming from different subject-matters and schools. The results are discussed in terms of constructivist and cognitive approaches to teaching and learning. Consistent with the constructivist pedagogy, teachers encouraged IBW-student interactions; however, they did not stimulate enough student-student communication. They adapted non-linear learning techniques across the Internet; however, they continued the linear use of prepared IWB files. The lessons' time was divided between the whole class teaching (50%) and more differentiated individual or small group activities. The teachers functioned more as "guide on the side", scaffolding student learning, rather than transferring knowledge. Regarding the cognitive approach, the participants' abilities to apply the multimedia principles and the level of their digital design skills were very high. IWB programs should promote interactivity among students, emphasize saving IBW files for further review, and using nonlinear learning through IBW files.
{"title":"Teachers for \"Smart Classrooms\": The Extent of Implementation of an Interactive Whiteboard- based Professional Development Program on Elementary Teachers' Instructional Practices","authors":"I. Blau","doi":"10.28945/1524","DOIUrl":"https://doi.org/10.28945/1524","url":null,"abstract":"This study investigates the implementation of an Interactive Whiteboard (IWB) professional development program on instructional practices of elementary teachers. The research assesses to what extent teachers implement IWB-related strategies (e.g., technology-pedagogy correspondence, interactivity types, teaching-learning mode, differentiated learning, student-centered learning, multimedia principles, and appropriate design of IWB slides) in their instructional practices after completion of a 30-hour IWB professional development program. A case study design was used. The data was collected immediately after the course using the instrument for assessing IWB lessons through non-participant observations of 43 elementary teachers coming from different subject-matters and schools. The results are discussed in terms of constructivist and cognitive approaches to teaching and learning. Consistent with the constructivist pedagogy, teachers encouraged IBW-student interactions; however, they did not stimulate enough student-student communication. They adapted non-linear learning techniques across the Internet; however, they continued the linear use of prepared IWB files. The lessons' time was divided between the whole class teaching (50%) and more differentiated individual or small group activities. The teachers functioned more as \"guide on the side\", scaffolding student learning, rather than transferring knowledge. Regarding the cognitive approach, the participants' abilities to apply the multimedia principles and the level of their digital design skills were very high. IWB programs should promote interactivity among students, emphasize saving IBW files for further review, and using nonlinear learning through IBW files.","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"6 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":"131896318","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}
PDA-based information systems are suitable for m-learning, enabling ubiquitous and idle-time utilization. However, the use of small devices and mobile systems requires special quality attention in order to get the desired benefits. This article examines the quality problems resulting from the characteristics of these systems, proposes some metrics to measure their quality and some practical implications for the designers and developers of PDA-based systems, including technical, implementation and content issues.
{"title":"Quality Metrics for PDA-based M-Learning Information Systems","authors":"Ruti Gafni","doi":"10.28945/83","DOIUrl":"https://doi.org/10.28945/83","url":null,"abstract":"PDA-based information systems are suitable for m-learning, enabling ubiquitous and idle-time utilization. However, the use of small devices and mobile systems requires special quality attention in order to get the desired benefits. This article examines the quality problems resulting from the characteristics of these systems, proposes some metrics to measure their quality and some practical implications for the designers and developers of PDA-based systems, including technical, implementation and content issues.","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"146 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":"132245276","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-Learning provides a potentially powerful tool for implementing educational requirements rooted in learning theories. But still, much of the development of e-Learning is carried out without a true understanding of how learning theories can be translated into pedagogical requirements that can be implemented using learning technologies. This is because e-Learning lacks a systematic approach to the development process, resulting in poor requirements analysis and pedagogical design. This paper argues for a systematic system development approach to e-Learning to translate educational requirements into a system that supports effective learning.
{"title":"Applying a System Development Approach to Translate Educational Requirements into E-Learning","authors":"Said Hadjerrouit","doi":"10.28945/389","DOIUrl":"https://doi.org/10.28945/389","url":null,"abstract":"E-Learning provides a potentially powerful tool for implementing educational requirements rooted in learning theories. But still, much of the development of e-Learning is carried out without a true understanding of how learning theories can be translated into pedagogical requirements that can be implemented using learning technologies. This is because e-Learning lacks a systematic approach to the development process, resulting in poor requirements analysis and pedagogical design. This paper argues for a systematic system development approach to e-Learning to translate educational requirements into a system that supports effective learning.","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"18 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":"117211194","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 research examines the usage of local learning material repositories at school, as well as related teachers’ attitudes and training. The study investigates the use of these repositories for enhancing teacher performance and assesses whether the assimilation of the local repositories increases their usage of and contribution to by teachers. One hundred and three teachers from four schools took part in this research. In the first school, a local open repository was developed and assimilated as part of the school institutional and pedagogical culture. In the second school, a local repository was developed and assimilated as well, but was divided into two sections: one that is open to all and the other closed. In the third school, a local repository was developed, but its use was not assimilated. The fourth school has no local repository at all. It was found that most teachers use a variety of repositories and mainly their local one, which allows them to effectively utilize their school’s information resources and integrates their common experiences. Furthermore, the use of a local repository provides the initial results for set internal standards, leads to professional staff development, and enables institutional information management. Moreover, different types of use of the repositories were found: offline use involves exams, worksheets and presentations; online use includes viewing videos and listening to music files; interactive online use involves computer applications, simulation and remixes; and Creative use was displayed in the creation of adapted instruction processes. Finally, levels of teacher contributions to the repositories varied among the three schools that maintain them.
{"title":"The Use of Digital Repositories for Enhancing Teacher Pedagogical Performance","authors":"Anat Cohen, Sharon Kalimi, Rafi Nachmias","doi":"10.28945/1926","DOIUrl":"https://doi.org/10.28945/1926","url":null,"abstract":"This research examines the usage of local learning material repositories at school, as well as related teachers’ attitudes and training. The study investigates the use of these repositories for enhancing teacher performance and assesses whether the assimilation of the local repositories increases their usage of and contribution to by teachers. One hundred and three teachers from four schools took part in this research. In the first school, a local open repository was developed and assimilated as part of the school institutional and pedagogical culture. In the second school, a local repository was developed and assimilated as well, but was divided into two sections: one that is open to all and the other closed. In the third school, a local repository was developed, but its use was not assimilated. The fourth school has no local repository at all. It was found that most teachers use a variety of repositories and mainly their local one, which allows them to effectively utilize their school’s information resources and integrates their common experiences. Furthermore, the use of a local repository provides the initial results for set internal standards, leads to professional staff development, and enables institutional information management. Moreover, different types of use of the repositories were found: offline use involves exams, worksheets and presentations; online use includes viewing videos and listening to music files; interactive online use involves computer applications, simulation and remixes; and Creative use was displayed in the creation of adapted instruction processes. Finally, levels of teacher contributions to the repositories varied among the three schools that maintain them.","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"135 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":"117350154","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 Information and Communication Technologies (ICT) available today enable educators, more than ever, to extend learning processes through a variety of tools, called Web 2.0 tools. These tools allow the use of the internet not only as a repository for information but as a means for creating, sharing and consuming information and knowledge. Many studies indicate the potential educational advancement which is inherent in a combination of tools such as Wiki, Blog, and Podcast for creation of collaborative knowledge in the teaching and learning processes (Clark, Logan, Mee, & Oliver, 2009; Zang, 2009). Prensky (2008) emphasized that the challenge is not only diversification and enrichment of teaching by visual and demonstrative means that increase motivation among the students, but a combination of tools that allow students to actively participate in the use of means for learning management and mentoring in order to facilitate the teacher in producing products and sharing them with the learning community. Twitter is one of the Web 2.0 tools, which allows for the sharing of messages. Twitter users are able to post direct and indirect updates. Direct posts (personal messages) are used when a user aims her update to a specific person, whereas indirect updates (public messages) are used when the update is meant for anyone that cares to read it. Even though direct updates are used to communicate directly with a specific person, they are public and anyone can see them. Often times two or more users will have conversations by posting updates directed to each other (Huberman, Romero, & Wu, 2008). The Twitter community is divided into Followers--the participants who choose to follow someone or a group- and Following--the user that you choose to follow and read his or her messages. The uniqueness of Twitter--the micro blogging and social networking platform most amenable to ongoing, public dialogue--is expressed in the combination of four characteristics: the length of message is limited to 140 characters and is called a tweet; the message is public, because reading it is not conditional upon author approval; the distribution of the message depends on the interest aroused among a group of followers; and the message transmission can be synchronous or asynchronous through mobile devices or stationary computers (O'Reilly & Milstein, 2009). This study deals with the potential of Twitter as a teaching-supporting tool in face to face (F2F) learning. During the research, short text messaging, including media files, was tested and determined to assist not only the personal-business, but also to create a leap in pedagogical-management learning. The study examines how and to what extent the teacher and the students utilize the proposed technology to answer educational questions and for information sharing (pedagogical use); as support and encouragement for group members (the followers); and for the transfer of memorandums and messages (management use). In addi
{"title":"The Usage Characteristics of Twitter in the Learning Process.","authors":"Anat Cohen, Galit Duchan","doi":"10.28945/1733","DOIUrl":"https://doi.org/10.28945/1733","url":null,"abstract":"Introduction Information and Communication Technologies (ICT) available today enable educators, more than ever, to extend learning processes through a variety of tools, called Web 2.0 tools. These tools allow the use of the internet not only as a repository for information but as a means for creating, sharing and consuming information and knowledge. Many studies indicate the potential educational advancement which is inherent in a combination of tools such as Wiki, Blog, and Podcast for creation of collaborative knowledge in the teaching and learning processes (Clark, Logan, Mee, & Oliver, 2009; Zang, 2009). Prensky (2008) emphasized that the challenge is not only diversification and enrichment of teaching by visual and demonstrative means that increase motivation among the students, but a combination of tools that allow students to actively participate in the use of means for learning management and mentoring in order to facilitate the teacher in producing products and sharing them with the learning community. Twitter is one of the Web 2.0 tools, which allows for the sharing of messages. Twitter users are able to post direct and indirect updates. Direct posts (personal messages) are used when a user aims her update to a specific person, whereas indirect updates (public messages) are used when the update is meant for anyone that cares to read it. Even though direct updates are used to communicate directly with a specific person, they are public and anyone can see them. Often times two or more users will have conversations by posting updates directed to each other (Huberman, Romero, & Wu, 2008). The Twitter community is divided into Followers--the participants who choose to follow someone or a group- and Following--the user that you choose to follow and read his or her messages. The uniqueness of Twitter--the micro blogging and social networking platform most amenable to ongoing, public dialogue--is expressed in the combination of four characteristics: the length of message is limited to 140 characters and is called a tweet; the message is public, because reading it is not conditional upon author approval; the distribution of the message depends on the interest aroused among a group of followers; and the message transmission can be synchronous or asynchronous through mobile devices or stationary computers (O'Reilly & Milstein, 2009). This study deals with the potential of Twitter as a teaching-supporting tool in face to face (F2F) learning. During the research, short text messaging, including media files, was tested and determined to assist not only the personal-business, but also to create a leap in pedagogical-management learning. The study examines how and to what extent the teacher and the students utilize the proposed technology to answer educational questions and for information sharing (pedagogical use); as support and encouragement for group members (the followers); and for the transfer of memorandums and messages (management use). In addi","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"104 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":"117351596","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}
Procrastination appears to be an inevitable part of daily life, especially for activities that are bounded by deadlines. It has implications for performance and is known to be linked to poor personal time management. Although research related to procrastination as a general behavior has been well established, studies assessing procrastination in the context of online learning activities are scarce. In the exploratory investigative phase of this study, advanced data analytic techniques were used to gather information about online exams. The dataset included 1,629 online exam records over a period of five terms in an academic institution in the southeastern United States. The online exams were provided during a weeklong timeframe where students were asked to take them based on material they studied the previous week. Task performance time and task performance window were fixed for all records extracted. Results of this study indicate that when it comes to online exams, over half (58%) of the students tend to procrastinate, while the rest (42%) stage their work to avoid procrastination. However, those who procrastinated appeared to perform significantly lower than those who staged their work. Clear trends were also observed based on whether the students attempted exams in the morning or the evening, their academic level, and gender.
{"title":"A study of online exams procrastination using data analytics techniques","authors":"Y. Levy, M. Ramim","doi":"10.28945/1730","DOIUrl":"https://doi.org/10.28945/1730","url":null,"abstract":"Procrastination appears to be an inevitable part of daily life, especially for activities that are bounded by deadlines. It has implications for performance and is known to be linked to poor personal time management. Although research related to procrastination as a general behavior has been well established, studies assessing procrastination in the context of online learning activities are scarce. In the exploratory investigative phase of this study, advanced data analytic techniques were used to gather information about online exams. The dataset included 1,629 online exam records over a period of five terms in an academic institution in the southeastern United States. The online exams were provided during a weeklong timeframe where students were asked to take them based on material they studied the previous week. Task performance time and task performance window were fixed for all records extracted. Results of this study indicate that when it comes to online exams, over half (58%) of the students tend to procrastinate, while the rest (42%) stage their work to avoid procrastination. However, those who procrastinated appeared to perform significantly lower than those who staged their work. Clear trends were also observed based on whether the students attempted exams in the morning or the evening, their academic level, and gender.","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"575 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":"116066129","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}
Learning objects and repositories have been receiving more and more attention in the area of computer assisted language learning. The integration of learning object repositories into language programs presents both opportunities and challenges. This paper considers these as they arise specifically in conjunction with the development of an online collection of resources for teaching and learning French as a second language. This paper evaluates the specific characteristics of this new collection and focuses on the design and procedures used in the development of such a collection. The paper also outlines a program aimed at understanding the situated use of this collection of resources in French language learning contexts.
{"title":"A New Learning Object Repository for Language Learning: Methods and Possible Outcomes","authors":"Catherine Caws, N. Friesen, Martin Beaudoin","doi":"10.28945/405","DOIUrl":"https://doi.org/10.28945/405","url":null,"abstract":"Learning objects and repositories have been receiving more and more attention in the area of computer assisted language learning. The integration of learning object repositories into language programs presents both opportunities and challenges. This paper considers these as they arise specifically in conjunction with the development of an online collection of resources for teaching and learning French as a second language. This paper evaluates the specific characteristics of this new collection and focuses on the design and procedures used in the development of such a collection. The paper also outlines a program aimed at understanding the situated use of this collection of resources in French language learning contexts.","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"2 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":"130458235","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 The e-learning method allows teachers and educators to provide educational materials and the related knowledge to a wide-range of learners by using more effective and efficient communication channels. In a typical e-learning scenario, learners are not required to attend classrooms to follow face-to-face lecture parts of the given courses. Rather, they are enabled to join special course sessions and to establish contact with other learners or teachers via some advanced tools. All of these activities are performed with the support of the conventional or modern telecommunication infrastructure (Kambourakis, Kontoni, Rouskas, & Gritza, 2007). The use of computer and Internet technologies enables educators and learners to take advantage of e-learning systems from all over the world. So, enormous research efforts have been made to design and develop different types of e-learning systems, especially during the last few years (Takahama et al., 2005). As a result of rapid improvements in both computer and Internet technologies, features and functions of e-learning systems have been improved. It has also become easier to access online lesson content and interactive, electronic applications or tools from anywhere, at anytime. At this point, internet and the related technologies have an important role to play in all of these improvements and changes (Deperlioglu & Kose, 2010; Jou, 2005). Nowadays, researchers place emphasis upon, not only developing improved and effective e-learning systems, but also providing more advanced and interactive e-learning environments and applications that enable teachers to make technical courses more attractive and effective for students. At this point, it is important to use more effective methods and techniques to present technical problems or complex course subjects as simply as possible. To this end, interactive animations are widely used in today's e-learning systems (Garrison & Kanuka, 2004). Apart from interactive animations, it is also possible to develop applications that enable students to combine the skills, knowledge, and competences required in the academic and laboratory environments (Cockbain, Blyth, Bovill, & Morss, 2009). These might be described as virtual laboratories and simulation programs that are developed for specific course subjects. Virtual laboratories and simulation programs are widely used, especially in higher education institutions, to provide the complex levels of interactivity needed by students (Pivic, 2007; Pulman, Scammell, & Martin, 2009; Yang & Liu, 2007). In addition to virtual laboratories and simulation programs, there are also many different e-learning applications and systems that were introduced in the literature and developed for specific course subjects by using well-known programming and development environments like Java[TM], Macromedia Shockwave[TM] and Macromedia Director[TM] (Drofenik, Kolar, van Duijsen, & Bauer; 2001; Gilbert, Wang, & Sim, 2005; Lazaridis, Paparr
{"title":"Design and Development of an E-Learning Environment for the Course of Electrical Circuit Analysis.","authors":"Omer Deperlioglu, Utku Kose, R. Yıldırım","doi":"10.28945/1724","DOIUrl":"https://doi.org/10.28945/1724","url":null,"abstract":"Introduction The e-learning method allows teachers and educators to provide educational materials and the related knowledge to a wide-range of learners by using more effective and efficient communication channels. In a typical e-learning scenario, learners are not required to attend classrooms to follow face-to-face lecture parts of the given courses. Rather, they are enabled to join special course sessions and to establish contact with other learners or teachers via some advanced tools. All of these activities are performed with the support of the conventional or modern telecommunication infrastructure (Kambourakis, Kontoni, Rouskas, & Gritza, 2007). The use of computer and Internet technologies enables educators and learners to take advantage of e-learning systems from all over the world. So, enormous research efforts have been made to design and develop different types of e-learning systems, especially during the last few years (Takahama et al., 2005). As a result of rapid improvements in both computer and Internet technologies, features and functions of e-learning systems have been improved. It has also become easier to access online lesson content and interactive, electronic applications or tools from anywhere, at anytime. At this point, internet and the related technologies have an important role to play in all of these improvements and changes (Deperlioglu & Kose, 2010; Jou, 2005). Nowadays, researchers place emphasis upon, not only developing improved and effective e-learning systems, but also providing more advanced and interactive e-learning environments and applications that enable teachers to make technical courses more attractive and effective for students. At this point, it is important to use more effective methods and techniques to present technical problems or complex course subjects as simply as possible. To this end, interactive animations are widely used in today's e-learning systems (Garrison & Kanuka, 2004). Apart from interactive animations, it is also possible to develop applications that enable students to combine the skills, knowledge, and competences required in the academic and laboratory environments (Cockbain, Blyth, Bovill, & Morss, 2009). These might be described as virtual laboratories and simulation programs that are developed for specific course subjects. Virtual laboratories and simulation programs are widely used, especially in higher education institutions, to provide the complex levels of interactivity needed by students (Pivic, 2007; Pulman, Scammell, & Martin, 2009; Yang & Liu, 2007). In addition to virtual laboratories and simulation programs, there are also many different e-learning applications and systems that were introduced in the literature and developed for specific course subjects by using well-known programming and development environments like Java[TM], Macromedia Shockwave[TM] and Macromedia Director[TM] (Drofenik, Kolar, van Duijsen, & Bauer; 2001; Gilbert, Wang, & Sim, 2005; Lazaridis, Paparr","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"7 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":"132068742","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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