Interdisciplinary Journal of e-Learning and Learning Objects最新文献

{"title":"Developing a Conceptual Framework for Evaluation of E-Content of Virtual Courses: E-Learning Center of an Iranian University Case Study.","authors":"Peyman Akhavan, M. Arefi","doi":"10.28945/2024","DOIUrl":"https://doi.org/10.28945/2024","url":null,"abstract":"The purpose of this study is to obtain suitable quality criteria for evaluation of electronic content for virtual courses. We attempt to find the aspects which are important in developing e-content for virtual courses and to determine the criteria we need to judge for the quality and efficiency of learning objects and e-content. So we can classify the criteria and formulate conceptual framework for evaluation of e-content. Considering the literature, we identify suitable quality criteria and then apply Delphi for polling the experts’ opinions. By developing the suggested conceptual framework, the contents of two courses which have been developed in an e-learning center of an Iranian University are evaluated by the related experts by using questionnaire and surveying. After reviewing the literature, frameworks and various models for evaluation of electronic content and polling the professors and experts’ opinions in different fields including virtual learning, information technology, instructional technology and system engineering, 22 criteria were identified and they were classified in 4 groups as the following: quality of content and information, appropriateness of content with strategy, appropriateness of content with standard, appropriateness of content with instructional design. Network Security Essentials and Human Resource Management courses in an Iranian University were evaluated using the framework, and the findings indicated areas in design that were weak. The suggested framework in this study is shown to be a suitable tool for evaluating the virtual courses content in virtual universities and institutes. This framework can evaluate any virtual course content in 4 aspects: quality, strategy, standard and instructional design. This study helps virtual Learning service providers and electronic content developers in identifying the drawbacks and strengths in content development and in improving the content quality.","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130606838","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}

{"title":"Factors That Influence Student E-Learning Participation in a UK Higher Education Institution","authors":"K. Penny","doi":"10.28945/1377","DOIUrl":"https://doi.org/10.28945/1377","url":null,"abstract":"E-learning involves the use of information and communication technologies to deliver teaching and learning and is becoming increasingly important in the delivery of higher education. An online questionnaire survey was designed to gather information on students’ participation and opinions of the use of e-learning in a UK higher education institution, and the results show that different student groups are more likely to participate regularly in certain types of study activities than others. An exploratory factor analysis reveals three underlying factors which may be used to classify the different types of e-learning activities, namely, information and communication use, general educational use, and the use of specialised software. These three factors which represent the different applications of e-learning should be considered individually in terms of design, delivery, and management of e-learning support systems, and provision of training for both staff and students.","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"38 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":"115150325","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}

{"title":"SOAF: Semantic Indexing System Based on Collaborative Tagging","authors":"Doina Ana Cernea, E. D. Moral, Jose Emilio Labra Gayo","doi":"10.28945/371","DOIUrl":"https://doi.org/10.28945/371","url":null,"abstract":"The creation of Learning Objects and learning assets for e-Learning, as well as the development of more and more extensive repositories, is actually a generalized practice in all educational organizations. However, automatic tools for searching and locating learning content in these repositories based on semantic tags are not yet effective. This article proposes a system architecture called SOAF for the semantic indexing of Learning Objects from a repository. It combines automatic techniques of information retrieval with collaborative tagging of documents made by users. In this way, the metadata of the Learning Objects provides real meaning derived from the learning practice in user communities able to share their experiences through specific annotation of the learning content, which will identify each Learning Object and will improve its reusability in new learning contexts.","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":"127518071","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}

{"title":"Gender through Their Lenses: A Film of Students' Images","authors":"C. D. Miller, Mark J. Seitz","doi":"10.28945/2083","DOIUrl":"https://doi.org/10.28945/2083","url":null,"abstract":"Introduction A photo essay was the main project assigned to students in a Sociology of Gender course. The research question answered upon completion of this project was, \"Does a film created from students' photographs facilitate understanding of gender messages in their everyday lives?\" Students were required to submit a minimum of five photographs of gender in everyday life (Boyle, 1995). First, the students chose specific topics related to the course and then were given four weeks to obtain photographs pertaining to those topics. After they submitted their photos, the images were organized within the different topics and a video was compiled. The effectiveness of this assignment and video were assessed through an on-line survey. The objective of the film compilation of photos was to demonstrate students' abilities to identify relevant and interesting images related to gender in their own lives. While a few obstacles were encountered as the project progressed, and such issues were easily resolved, the film resulting from the assignment demonstrated that students were able to see gender in their everyday lives. Background: Visualizing Gender in Everyday Life According to Bem (1993), cultural beliefs about gender are reinforced in society through our institutions. Meta-messages that women and men are polar opposites--that gender differences are biologically determined and essential and that men are superior or at least the norm to which women are compared and considered inferior--are so pervasive we often do not even realize they are there. She likens the fact that we are immersed and oblivious to gender expectations to the fish that is unaware that it is wet. This assignment was meant to open students' eyes to those meta-messages about gender in their own lives. The assumption was that the students' lived experiences exposed them to visual examples of the sociological concepts discussed in their gender course (Hoop, 2009). Considering that students' lives have become more visually expressive, through television, film, advertising, YouTube, Facebook, and other social media, the ability to critically analyze visual information has become more important. For example, Howkins (2010) explains that images in print advertising reconstruct values about gender, as well as race, class, religion, and more, in a ritualistic way that portray certain statuses with privilege without the observer realizing it, just by what is centered or placed on the right side of the image or through use of a model's gaze (pp. 5859). She argues that it has become even more critical for students to understand the decisionmaking process of those who produce the images around them, and how those images influence their perspectives on their social world (Howkins, 2010, p. 61). Images from advertising on billboards, in shop windows and on signs around the university campus express values about gender. For the project evaluated in this article, students were required to photograph t","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":"124866175","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}

{"title":"Quantitative Aspects about the Interactions of Professors in the Learning Management System during a Final Undergraduate Project Distance Discipline.","authors":"C. Cechinel","doi":"10.28945/2076","DOIUrl":"https://doi.org/10.28945/2076","url":null,"abstract":"Introduction Online Distance Education (ODE) in Brazil had its expansion fostered by the introduction of the Open University of Brazil (UAB) (SEED/MEC, n.d.) in 2006. During these 8 years of the program, ODE has been consolidating itself as one feasible alternative for the expansion of undergraduate education in several regions of the country, with approximately 268,028 students (in 171,084 different undergraduate courses) spread throughout more than 636 cities. In Brazil, students from ODE have been achieving good results in the National Exam of Students Performance (ENADE), sometimes better results than the students coming from traditional courses (AcheSeuCurso, 2013; Silva, Oliveira, & Mourao, 2012). Studies from other authors also corroborate that ODE tends to be as effective or more effective than traditional methods of course delivery (Swan, 2003). ODE is being adopted by the Brazil Federal Government as a strategy for the democratization and interiorization of higher education in the country. There is even an initial proposal from the Ministry of Education (MEC) for the creation of a Federal Open University of Brazil (Foreque, 2013) that would bring together the existing UAB initiatives in a single University, as already happens in other countries such as: Spain (Universidad Nacional de Educacion a Distancia--www.uned.es), United Kingdom (The Open University--www.open.ac.uk) and Netherlands (Open Universiteit Nederland www.ou.nl). The different universities that participate in UAB have been adopting distinct strategies in the execution of their pedagogical and administrative policies. In this myriad of organizational possibilities in a field still in formation, each institution needs to establish their own parameters of quality in this format, and to develop an understanding of all the aspects involving the execution of their activities. The funding provided by the Brazilian government (the UAB program is managed by CAPES--Brazilian Federal Agency for the Support and Evaluation of Graduate Education) to implement and manage the distance courses through UAB, is budgeted based on the number of students and the different academic activities that must be executed throughout the courses, such as development of digital materials, supervision and administration of students internships, academic support, supervision of students' final projects and management of virtual rooms. Even though universities are aware of the government parameters (e.g., number of grants/financial aid per student), such parameters still need to be pedagogically validated in order to develop a solid ground for ODE in Brazil. A clear example of this situation is the financial aid granted by UAB for the implementation of the Final Undergraduate Project (FUP) discipline in distance courses. In order to implement FUP discipline in distance courses, UAB pays to each professor a two month grant for the guidance of 5 (five) students. Considering that one month grant requires a tot","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"149 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":"123318892","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}

{"title":"A Promising Practicum Pilot - Exploring Associate Teachers' Access and Interactions with a Web-based Learning Tool","authors":"Diana Petrarca","doi":"10.28945/1872","DOIUrl":"https://doi.org/10.28945/1872","url":null,"abstract":"This paper explores how a small group of associate teachers (i.e., the classroom teachers who host, supervise, and mentor teacher candidates during practicum placements) accessed and interacted with the Associate Teacher Learning Tool (ATLT), a web-based learning tool created specifically for this new group of users. The ATLT is grounded in web-based learning and discipline-specific research and conceptualized within a framework of reflective practice and constructivist learning theory. The ATLT was created specifically for associate teachers, as an affordable and flexible alternative method of providing support for these critical community members who partner with the Faculty of Education at the University of Ontario Institute of Technology (UOIT), a university in the Greater Toronto Area in Ontario, Canada. Through analysis of associate teachers’ usage patterns and emerging themes via the ATLT’s internal tracking system, the findings of this work revealed that although associate teachers accessed and interacted with the ATLT in diverse ways, several commonalities emerged. The findings of this exploratory work suggest that continued and expanded implementation and research of using a web-based form of learning that is grounded within a body of research, is warranted.","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"71 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":"125267764","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}

{"title":"Instructors' Attitudes toward Active Learning","authors":"D. Pundak, O. Herscovitz, Miri Shaham, Rivka Wiser-Biton","doi":"10.28945/74","DOIUrl":"https://doi.org/10.28945/74","url":null,"abstract":"One of the major goals of science and technology education today is to promote students' active learning as a way to improve students' conceptual understanding and thinking skills. Although there is clear evidence for the benefits of active learning, most lecturers in higher education still adhere to traditional teaching methods. This research seeks to identify the characteristic attitudes of “active instructors” towards active learning and discerning a distinction between these attitudes and those of the remaining instructors. This study examined the attitudes of 153 lecturers in three higher education institutions in Israel. The research tool was an attitude questionnaire developed specially for this study on the basis of the experience of 7 “active instructors” exposing the process of change they had undergone moving from traditional teaching to more active instruction. An analysis of these interviews provided the basis for characterizing the attitudes of \"active instructors\" and subsequently for the development of the research questionnaire. On the basis of a literature review and an examination of the attitudes of the “active instructors,” a content analysis was undertaken in which the attitudes were grouped into six key domains that can characterize the tendency of a lecturer to adopt active teaching. The findings reveal that in all these 6 domains there were significant differences between the attitudes of \"active instructors\" and their colleagues. This diagnostic tool can supply crucial information to the college and universities directors when planning supportive steps toward advancing active learning in their institutions.","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"23 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":"114478486","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}

{"title":"e-WIL in student education","authors":"M. Fong, Robert Sims","doi":"10.28945/1135","DOIUrl":"https://doi.org/10.28945/1135","url":null,"abstract":"Higher educational institutions have been compelled by market forces to be more responsive to the needs of their students as well as the demands of different stakeholders - government, industry, professional bodies, and community. The inclusion of WIL (Work-Integrated Learning) curriculum in Australian university programs has become a common strategy to address increasing demands for more practical work related learning in courses. At the same time, as Information Communications Technology (ICT) has become a common teaching and learning resource, its ubiquitous nature means that WIL can also flourish in an online environment. This paper discusses the experience of using asynchronous ICT to implement inclusive e-WIL (electronic Work-Integrated Learning) in the curriculum of an undergraduate business degree subject at Victoria University. It provides insights into the advantages, disadvantages, challenges, and critical success factors of implementing e-WIL activity. The integration of this e-WIL activity has achieved a number of desirable learning outcomes for the students, which will also be discussed.","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"15 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":"124102606","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}

{"title":"Nurturing a Community of Practice through a Collaborative Design of Lesson Plans on a Wiki System","authors":"Atara Shriki, Nitsa Movshovitz-Hadar","doi":"10.28945/1528","DOIUrl":"https://doi.org/10.28945/1528","url":null,"abstract":"Eleven graduate students, experienced mathematics teachers, participated in a semester long activity in which they collaboratively designed and developed lesson plans on a Media Wiki system. The described study examined the processes involved in this collaborative effort and its contribution to the development of mathematics teachers' community of practice. Data were collected through tracking each Wiki page written by the participants, their reflective journals, a questionnaire, semi-structured interviews, and researchers' notes of the whole class discussions. Evidently, the use of the Wiki system triggered a process of change, and the participants quickly evolved into a small and very Wiki-active community of practice. The results indicate that this teachers' community of practice was concerned with two major issues: social ones and technical ones. The social issues related to the teachers' consideration as to how to provide and receive feedback, as well as uncertainty about the possibility of losing the ownership over their creative work. The technical issues had to do with various difficulties participating teachers faced while writing in Wiki syntax.","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"20 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":"127726422","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}

{"title":"Investigating the Use of Learning Objects for Secondary School Mathematics","authors":"R. Kay, Liesel Knaack","doi":"10.28945/379","DOIUrl":"https://doi.org/10.28945/379","url":null,"abstract":"Research on the impact of learning objects in secondary school mathematics classes is limited. To date, only two investigations have been reported in this area. The current study presents a comprehensive analysis of the use and effect of learning objects in secondary school mathematics classrooms. T eacher and student attitudes, as well as student performance, were used to assess the impact of learning objects for 298 students and 11 teachers in 20 different classrooms. T eacher attitudes were positive with respect to quality, engagement, and learning value of learning objects. Student attitudes, on the other hand, varied markedly. Overall, student performance increased significantly after using learning objects, although gains observed were small and highly variable. Student performance was significantly related to the intended purpose of a lesson and teaching strategy selected. Planning time, using learning objects for review or to introduce new concepts, and supplying guided handouts improved student performance. It is reasonable to conclude that mathematics-based learning objects are viable teaching tools when used with the appropriate goals and strategies. Ke ywords: mathematics, use, evaluate, secondary school, learning object","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"14 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":"134166186","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}