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

{"title":"Enterprise E-Learning Success Factors: An Analysis of Practitioners' Perspective (with a Downturn Addendum)","authors":"Eyal Sela, Yesha Y. Sivan","doi":"10.28945/81","DOIUrl":"https://doi.org/10.28945/81","url":null,"abstract":"This study proposes nine success factors for enterprise-wide e-learning. These factors were derived from the literature, interviews with e-learning project leaders, and analysis. Twelve semistructured interviews were conducted and analyzed in order to find out the best success factors to implement e-learning. These factors are divided into two categories: “must-have” factors and “nice-to-have” factors. The must-have factors include: useful and easy to use e-learning tools, marketing, management support, the right organizational culture, and the existence of a real need for the organization. The “nice to have” factors include: time to learn, support, mandatory learning, and incentives. Based on the research conclusions, a checklist of e-learning success factors is provided. A special addendum includes looking at the factors in downturn times, their relative importance and nature.","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"145 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":"128639085","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":"BILDU: Compile, Unify, Wrap, and Share Digital Learning Resources","authors":"O. Casquero, Javier Portillo, M. Benito, Jesús Romo","doi":"10.28945/369","DOIUrl":"https://doi.org/10.28945/369","url":null,"abstract":"Introduction The reuse of existing learning materials is an important topic in current research (Zimmermann, Meyer, Rensing, & Steinmetz, 2007) where learning objects play an essential role. One of the problems that must be overcome for the normalization of learning objects utilization is the difficulty of finding them (Bates, 2005). Obviously, search engines can solve the problem of seeking and retrieving learning objects, but there is a lack of suitable search engines in this field. Nowadays, the use of search engines has widely contributed to the success of new learning processes, e.g. thanks to search engines users can carry out their own personal research to collect learning materials. But, despite the Internet providing an inexhaustible amount of learning materials, the shortage of learning objects within all the learning resources available on the Internet hampers the effectiveness of learning object search (Taibi, Gentile, & Seta, 2005). Concepts of learning object and learning resource should be distinguished. For the purposes of this paper, we define learning object as an independent digital resource packaged in accordance with the rules set by any of the international standards (e.g. SCORM, IMS, or LOM), while we define learning resource as any digital content that could be used for educational purposes (e.g. bibliographic references, research papers, book chapters, multimedia material, and learning objects). Figure 1 represents the percentage of each learning material type in the repositories indexed by OpenDOAR (http://www.opendoar.org). The chart shows that only 13% of all the learning resources are learning objects (\"Content Types,\" 2007). Therefore, it can be assumed that learning objects are a small part of learning resources. As learning objects are based on learning resources, we think that the improvement in the search of learning resources is a prerequisite to facilitate the creation and reuse of learning objects (Portillo, Romo, Benito, & Casquero, 2007). However, when trying to find learning resources, current search engines have the following limitations: * Great amount of non-meaningful results. It requires some time to filter which digital resources really relate to learning resources; i.e. the number of results is not indicative of quality, e.g. a broad Google search delivers a very large number of resources of low value, whereas an Ovid search (http://www.ovid.com), while only returning one result, can point to a resource of very high quality. * Lack of specific indexes for learning resource repositories. There are a great number of information sources related to e-learning on the Internet, and it is necessary to assess the quality and reliability of the material they contain. * Need for more advanced user interfaces to launch searches and present results. The traditional text box where keywords are typed and the usual list of hits returned by a search engine should be enhanced. With respect to queries, the use of a mo","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"50 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":"124794936","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":"Course Coordinators' Beliefs, Attitudes and Motivation and their Relation to Self-Reported Changes in Technology Integration at the Open University of Israel","authors":"Eva Guterman, Yael Alberton, Relly Brickner, R. Sagi","doi":"10.28945/79","DOIUrl":"https://doi.org/10.28945/79","url":null,"abstract":"This study investigates the relationship between the beliefs, attitudes, and motivation of course coordinators at the Open University of Israel regarding the integration of technology into teaching processes and their self-reported changes as a result of the integration into academic teaching. An electronic survey was sent to 285 course coordinators employed during the spring semester of 2007, 128 of whom responded (45% response rate). The results show that the “belief index” in the potential of technology integration into teaching is higher than the “skepticism index,” and the enhancing (internal and external) factors underlying the decision to implement technology outweigh the inhibiting factors. Different patterns of correlation between internal and external factors and changes in teaching were found and discussed.","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"2 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120887191","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":"Exploring Teachers Perceptions of Web-Based Learning Tools","authors":"R. Kay, Liesel Knaack, Diana Petrarca","doi":"10.28945/63","DOIUrl":"https://doi.org/10.28945/63","url":null,"abstract":"Over the past 8 to 10 years, web-based learning tools (WBLT s), also known as learning objects, have been evaluated and received positively by higher education students. However, little research has been done examining teachers perceptions of these tools, particularly in middle and secondary school environments. The purpose of the current study was to analyse teacher perceptions of the use of WBLT in middle and secondary school classrooms. Data collected from the Learning Object Scale for Teachers (LOES-T) showed moderate to good reliability and demonstrated construct and convergent validity. Overall, most teachers rated WBLT s as easy-to-use and engaging for students. They also reported that WBLT s promoted successful learning. A number of teachers noted that significant time was spent searching for appropriate WBLT s and preparing lessons. T echnological problems related to WBLT s were not reported often and focussed mostly on Internet speed. The main suggestion offered by teachers was to be prepared to spend time selecting, testing, and preparing the materials in order to ensure successful use of WBLT s. Ke ywords: evaluate, assess, usability, scale, secondary school, WBLT s, web-based learning tools","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"12 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":"125504423","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":"Learning Objects: Using Language Structures to Understand the Transition from Affordance Systems to Intelligent Systems","authors":"J. D. Plessis","doi":"10.28945/410","DOIUrl":"https://doi.org/10.28945/410","url":null,"abstract":"There has, of recent, been a marked interest in the utilization of learning objects, specifically on the potential of granularity and reusability to make instructional development more efficient, and learning experiences more customized and meaningful . Juxtaposition of affordance systems and intelligent systems reveals powerful possibilities for granularity and reusability. Biology, architecture and language are investigated as systems to explore the role of granularity and reusability, in the quest to better define current perceptions of learning objects in the realm of design and technology in instruction. The notion of subsystems, and the rules that apply within each system (intra-systemic rules) and between subsystems (inter-systemic rules) as it extends to holistic purposes, defines the role of granularity. The inverse relationship between granular reusability and learning-objective specificity is addressed. In conclusion, learning objects within the virtual context are evaluated to identify commonalities and patterns to inform the design and development of future learning objects, and to clarify granularity and how it impacts the scale and scope of reusability.","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"13 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":"124095291","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":"Analysing Online Teaching and Learning Systems Using MEAD","authors":"S. Leitch, M. Warren","doi":"10.28945/3208","DOIUrl":"https://doi.org/10.28945/3208","url":null,"abstract":"The review of literature pertaining to systems analysis and design and the design of systems for online teaching and learning has identified some “gaps” and has shown the need for a more specialised and specific method for the design of such systems. This paper presents research that was conducted to collect information to assist in the filling of the gaps of the systems analysis and design knowledge within Australia and also presents a method for the development of online teaching and learning systems. Currently design is done in an ad-hoc fashion with little formal input from the student users; this research aims to rectify this. The paper puts forwards an educational design approach based upon Soft Systems Methodology (SSM). The outcome of the research is a practical method – the Method for Educational Analysis and Design (MEAD).","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"93 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":"129076588","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":"Adaptive Learning by Using SCOs Metadata","authors":"D. Milosevic, M. Brkovic, M. Debevc, R. Krneta","doi":"10.28945/391","DOIUrl":"https://doi.org/10.28945/391","url":null,"abstract":"This paper presents an adaptation scenario for tailoring instructional content towards individual learner characteristics taking into consideration his/her learning style type and subject matter motivation level. Learning resources are organized through shareable content objects (SCOs) – a small digital chunks of knowledge, independent and self described pieces of instructional material delivered via Learning Management System (LMS). We use an ontology based student model for storing student information. The scenario of designing lesson content is presented as a cross section of learning style and motivation level, based on the learning object’s educational metadata. Adaptation is made through discovering those SCO’s whose educational category metadata implies that SCO is to be delivered for the learning style of user. Our future work will be to provide experiment and to test our proposed guidelines in order to get feedback on how learners see the adaptive learning environments tailored to their individual learning style and motivation characteristics.","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"16 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":"132490901","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":"If We Build It, Will They Come? Adoption of Online Video-Based Distance Learning","authors":"N. Geri","doi":"10.28945/1521","DOIUrl":"https://doi.org/10.28945/1521","url":null,"abstract":"Introduction Video lectures as a means of distance learning, or as a supplement to traditional in-class learning, have been around for several decades. Nowadays, technologies that enable both instructors and students to use video lectures are ubiquitous and affordable (Copley, 2007). Therefore, in the coming years, the use of video lectures as a means for distance learning, as well as for supporting traditional in-class learning is expected to increase. Video lectures offer students a rich learning experience, which resembles traditional in-class learning. Particularly, video lectures may have a potential to increase both student retention and achievements in distance and blended learning environments. However, prior research indicates that due to the essential human need to socialize, most students prefer traditional in-class studying, even when they are offered a rich e-learning environment that includes video lectures, exercises, and personal online tutoring (Guri-Rosenblit, 2005). Hence, it is important to study the adoption of online video-based distance learning. Video lectures may help students who cannot attend class (Wieling & Hofman, 2010), and there is a growing phenomenon of both traditional and distance learning academic institutes that provide their students with access via the internet to recorded lectures. Furthermore, current technologies enable affordable interactive video sessions. Interactivity, which was rarely offered to students in the past, may increase the effectiveness of these videos. A study by Zhang, Zhou, Briggs, and Nunamaker (2006) compared three e-learning environments and one traditional classroom setting, and their findings indicated that the effectiveness of video learning was contingent upon providing the students with interactive video sessions. Zhang et al. (2006) suggested that, since the achievements of students who used the e-learning environment that provided non-interactive video did not improve, it might be important to integrate interactive instructional video into e-learning systems. The need for some sort of active engagement of students in learning is stressed by Cherrett, Wills, Price, Maynard, and Dror (2009), who suggested that passive observation of video is not cognitively captivating and challenging; hence, it is less effective for learning. Many e-learning studies examine various aspects of discussion boards, which are considered as one of the primary tools of e-learning (Harman & Koohang, 2005), or investigate the use of various internet platforms for collaborative learning, such as blogs (Blau, Mor, & Neuthal, 2009), and GoogleDocs (Caspi & Blau, 2011; Rimor, Rosen, & Naser, 2010). However, few studies deal with video use for learning. Whatley and Ahmad (2007) summarize various ways of using video for supporting teaching and learning and describe their own use of video for recording summary lectures to aid students in their revision of face-to-face lectures. Brecht and Ogilby (2008) invest","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"29 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":"132508935","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":"Developing Web-Based Learning Resources in School Education: A User-Centered Approach","authors":"Said Hadjerrouit","doi":"10.28945/1172","DOIUrl":"https://doi.org/10.28945/1172","url":null,"abstract":"Published version of an article from the journal:Interdisciplinary Journal of Knowledge and Learning Objects. Also available from the publisher:http://www.ijello.org/Volume6/IJELLOv6p115-135Hadjerrouit688.pdf","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"80 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":"132786594","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":"Levels of ICT Integration among Teacher Educators in a Teacher Education Academic College.","authors":"O. Avidov-Ungar, Irit Emma Iluz","doi":"10.28945/2069","DOIUrl":"https://doi.org/10.28945/2069","url":null,"abstract":"This article examines the perspective of teacher educators and academic officials in an academic teacher education program regarding the integration of ICT in the teacher education program. The study portrays the current state of the ICT integration process and the implementation of the program for “Adapting Teacher Training Colleges to 21st Century Education” in a specific academic college in one of Israel’s outlying areas. This mixed methods study combined quantitative and qualitative methods. Data was collected by means of a closed questionnaire, an open-ended questionnaire for the teacher educators (N = 68), and semi-structured interviews conducted with the academic officials (N = 12). Findings revealed a hierarchical range of ICT integration in teaching, which reflects different profiles of teacher educators who integrate innovative pedagogies. The three integration levels (the basic level, the focused level, and the creative level) reflect the scope of ICT integration in the context of teacher training creating a continuum of integration and implementation, which can serve as an infrastructure for the effective adoption and integration of this innovative pedagogy by teacher educators and academic officials in academic teacher training colleges.","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":"132006872","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}