The Second International Conference on E-Learning and E-Teaching (ICELET 2010)最新文献

{"title":"The impact of computer assisted instruction on improving Iranian EFL learners' reading comprehension","authors":"Nafiseh Asadzadeh Maleki, S. Ahangari","doi":"10.1109/ICELET.2010.5708374","DOIUrl":"https://doi.org/10.1109/ICELET.2010.5708374","url":null,"abstract":"Using computers in ESL classroom is important for both teachers and learners. Modern technologies dramatically changed global communication and had a profound effect on all aspects of language use. Teaching English in Iranian EFL context, however, fails to develop English proficiency for communication. This study set out to explore the impact of computer-assisted instruction on reading comprehension ability and, also, focused on the students' attitudes towards the use of computer in reading comprehension ability and the use of electronic mail in writing ability. To carry out this study, fifty Iranian freshman learners, majoring in Teaching English as a Foreign Language at Islamic Azad University, Malekan Branch, were selected. It was hypothesized that Computer-Assisted Instruction (CAI) would lead to more accurate performance in reading and writing skills. To test the research hypothesis, a quasi-experimental design with pre-test, post-test, and two questionnaires was used. The collected data were submitted to a paired samples t-test. The results indicated statistically significant effect of CAI on reading and writing skills. The results of the survey indicated that the majority of EFL learners had a positive attitude towards the use of multimedia resources in their language program, and appreciated recording and saving their own writing and making use of multi-media resources in developing their reading skills.","PeriodicalId":427808,"journal":{"name":"The Second International Conference on E-Learning and E-Teaching (ICELET 2010)","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124884158","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":"Exchanging e-mails: A way to enhance language learners' communicative writing skill","authors":"F. Behjat","doi":"10.1109/ICELET.2010.5708372","DOIUrl":"https://doi.org/10.1109/ICELET.2010.5708372","url":null,"abstract":"These days, communications technology has found its way not only in education but also in people's every day life. In fact, if there is no computer, one can hardly do his daily routines including letter writing and correspondence with ease and satisfaction. Keyboard and screen have taken the place of paper and pencil. One can find just a bunch of flyers in the post boxes, but rarely letters. The purpose of the present study was to find out whether e-mail exchange can be considered a tool to enhance the communicative writing of language students. For this objective, a number of 120 language learners at Shiraz Islamic Azad University and Zand Institute of Higher Education were selected. After a pre-test of writing indicated they were homogeneous, they were divided into two groups. The first group did not have any special training, except writing paragraphs, whereas the second group exchanged e-mails with their peers along with paragraph writing. A posts-test of writing was administered after the treatment. The comparison between the writing performances of the participants revealed those having e-mail exchange could outperform their peers, implying that e-mail exchange can be considered a useful tool to enhance the EFL students' communicative writing.","PeriodicalId":427808,"journal":{"name":"The Second International Conference on E-Learning and E-Teaching (ICELET 2010)","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122667029","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":"An agent based multilayered architecture for E-learning system","authors":"Ahmed Ali, H. Dehghan, J. Gholampour","doi":"10.1109/ICELET.2010.5708375","DOIUrl":"https://doi.org/10.1109/ICELET.2010.5708375","url":null,"abstract":"E-learning refers to the way by which the learning content is provided by means of electronic technology. In a traditional E-learning system, there is only one layer and all agents and services are connected together. The architecture of the proposed E-learning system, in this paper, contains four tier layers. It is based on multi agent systems' paradigm. In this research we propose a novel method for updating content through Question-Answer between E-learners. We use sharable content object reference model (SCORM) for reuse and sharing the contents of the E-learning system. To achieve this, we have designed a system that applies various technologies, which guarantee various vital features for E-learning systems. These features include intelligence, distributed nature, adaptive attitude, interaction, accessibility and security. We have used multilayer modeling approach to provide flexible and light weight systems for E-learning environments.","PeriodicalId":427808,"journal":{"name":"The Second International Conference on E-Learning and E-Teaching (ICELET 2010)","volume":"105 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123329158","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":"The effect of using e-mail on the improvement of students' productive and receptive language skills","authors":"Iman Alizadeh, A. Sadeghi","doi":"10.1109/ICELET.2010.5708379","DOIUrl":"https://doi.org/10.1109/ICELET.2010.5708379","url":null,"abstract":"In Iran most language institutes are just getting familiar with the notion of using electronically mediated devices to promote learning and teaching quality. The present study aimed at investigating the use of e-mail as an electronically mediated device in language teaching and its effect on the improvement of learners' language skills, namely listening, writing, and speaking. It compared e-mail mediated teaching with direct or face to face teaching and learning in classroom. To do so, first a group of 30 female students learning English at a private language institute named Pooyan Language Institute were selected. Next, they were randomly divided into two groups: treatment and control group (Each group consisting of 15 students). A pretest was administered to check the homogeneity of the two groups. The control group attended all the classes, did its homework and was taught traditionally, that is, paper and pencil homework, and face to face teaching. On the other hand, the treatment group received the lessons and submitted its homework through e-mail. Like control group, they received the same lessons and homework, but they did not have direct contact with the teacher and did not attend the classes. However, if the learners could not make sense of the lessons or homework at home, they could ask for help from their teacher via e-mail. The process of doing the homework was also different. The research was carried out during a term. At the end of the semester post tests were administered and students' skills were checked. T-test was used to compare the performance of the two groups. The results showed that the treatment group had performed by far better than the control group in writing, but the control group had outperformed in speaking. The result also showed no significant difference between the two groups in regard with the listening skill.","PeriodicalId":427808,"journal":{"name":"The Second International Conference on E-Learning and E-Teaching (ICELET 2010)","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116758682","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":"Iranian university students' readiness for using podcasting: A comparison between English and non-English majors","authors":"Mehrak Rahimi, F. Asadollahi","doi":"10.1109/ICELET.2010.5708380","DOIUrl":"https://doi.org/10.1109/ICELET.2010.5708380","url":null,"abstract":"The purpose of this study was to assess Iranian students' readiness to use podcasting in higher education considering their major of study. One hundred and twenty university students (60 English students and 60 non-English majors) completed the podcasting readiness questionnaire that measured their readiness through three sub-scales: access, familiarity, and experience. The results revealed that both groups had satisfactory access to podcasting technology in terms of ownership and function/capabilities of their portable devices. The degree of familiarity of both groups was high and almost at the same level. When both groups were compared with regard to their habits of using podcasts for academic and non-academic purposes, no difference was found between them; however, when they were compared with regard to habits of using podcasts just for academic purposes a significant difference was observed in favor of English majors. With regard to experience, it was found that English majors had more experience with podcasting and they were more eager to use podcasts for their education.","PeriodicalId":427808,"journal":{"name":"The Second International Conference on E-Learning and E-Teaching (ICELET 2010)","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129234301","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":"Virtual instructors' perspectives toward Community of Inquiry framework: The case of EFL","authors":"Mahboubeh Taghizadeh, Reza Barzegar, S. Vaezi, Seyyed Mahmoud Mir Tabatabaei","doi":"10.1109/ICELET.2010.5708373","DOIUrl":"https://doi.org/10.1109/ICELET.2010.5708373","url":null,"abstract":"This study aimed to investigate virtual English language instructors' perspectives regarding Community of Inquiry Model (CoI). The population of the study consisted of 7 online experienced TEFL instructors at Iran University of Science and Technology (IUST). They were asked to provide the answers of an interview based on 38 open-ended questions. The results of the study indicated that Cognitive presence was the least common presence in virtual learning environment. Regarding Social presence, only few indicators of this presence (Utilizing medium, Identifying areas of agreement and disagreement, Setting climate for learning, and Encouraging and acknowledging student contribution) were available to virtual students. Considering Social presence, slightly less Affective and Group Cohesion presence was found in Instructors' comments and only two indicators of Open Communication category (Complimenting and Quoting messages) were frequent and applicable to virtual learning environment.","PeriodicalId":427808,"journal":{"name":"The Second International Conference on E-Learning and E-Teaching (ICELET 2010)","volume":"375 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127983251","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":"How can human web based activity represent learning progress?","authors":"Batool Mortazavi","doi":"10.1109/ICELET.2010.5708384","DOIUrl":"https://doi.org/10.1109/ICELET.2010.5708384","url":null,"abstract":"Activity theory represents the relationship between people and technology. Human learns via his/her communication with social and technological environment, and his/her learning and problem solving treatments correlate with his/her interactions with environment. In the web space users communicate via private emails, group discussion forums and synchronous chats. They receive news via news group and bulletin board, and they share their beliefs and findings via videos, photos, and different format documents. In all of these interactions users modify their stored information and so their mind. Learning-oriented interactions are done with learning goals to raise achievement. Scoring these interactions causes not only learning results but also its processes and leaner efforts be evaluated. This evaluation can be done for both formative and summative assessment, but it is important that assessment should be valid and reliable. For these purpose special structures and environment have provided and recommended such as virtual learning communities and e-portfolios. A virtual community is a learning oriented social network that prepared for learners to share their experiments, consult each other, raise their opinion, criticize themselves, and etc. They not only reflect on what they have learned, but also directs for future learning. On the other hand a portfolio is used to plan, organize, document and reflect learning. It is a collection of samples of best work selected to provide a broad view of owner's achievements. But providing hard copy portfolio take a lot of time and efforts and also there are some problems for keeping it long time and sharing experience. E-Portfolios, facilitate students' reflection on their own learning, leading to more awareness of learning strategies and needs, and unlike paper-based portfolios, e-portfolios allow information to be stored, accessed, updated, and presented in the various electronic formats to record student's achievements. Logging activities of community member via a standard format and joining it with e-portfolio content obtain opportunity for integrate evaluating that means valuation of social and pedagogical parameters too, such as partnership, companionship, leadership, team working and so on.","PeriodicalId":427808,"journal":{"name":"The Second International Conference on E-Learning and E-Teaching (ICELET 2010)","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115830163","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":"Quality of collaborative and individual learning in virtual learning environments","authors":"Mohammad Hossein Bahiraey","doi":"10.1109/ICELET.2010.5708377","DOIUrl":"https://doi.org/10.1109/ICELET.2010.5708377","url":null,"abstract":"The purpose of this study was to measure the quality of collaborative and individual learning in a virtual learning environment and to further determine factors that enhance or hinder quality of students' learning. This research was based on two similar case studies within the same electronic learning environment. A qualitative approach was taken to the collection and interpretation of the data, as the total number of participants in both courses did not exceed sixteen, making it difficult to opt for any quantitative method of inquiry. An extensive number of triangulations, which included semi-structured interview, Structure of the Observed Learning Outcome (SOLO-Taxonomy) and the Structure for Online Learning Analysis (SOLA-Taxonomy), which was developed in this research, were adopted. All were in agreement that the overall learning was insufficient and most that was learned were of technical rather than academic nature. The study also revealed that the quality of individual learning was superior to that of collaborative learning. In evaluating students learning processes it was found that major factors hindering such learning were tutors' lack of appropriate degree of input and directions.","PeriodicalId":427808,"journal":{"name":"The Second International Conference on E-Learning and E-Teaching (ICELET 2010)","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124187232","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":"ICT integration into English classes: Investigating EFL teachers' personal characteristics and technology-related variables","authors":"Mehrak Rahimi, Samaneh Yadollahi","doi":"10.1109/ICELET.2010.5708376","DOIUrl":"https://doi.org/10.1109/ICELET.2010.5708376","url":null,"abstract":"The aim of this study was to investigate the relationship between ICT integration into English as a foreign language (EFL) classes in Iran and EFL teachers' personal characteristics (age, gender, and teaching experience) and technology-related characteristics (frequency of computer and internet use, level of IT literacy, and attitude). Data were collected from 254 Iranian EFL teachers using ICT integration rating scale, IT literacy questionnaire, a personal information questionnaire, and computer attitude questionnaire. The results indicated that teachers' ICT integration was negatively related to age and years of teaching experience. Computer use, internet use, and IT literacy were found to be positively and significantly related to ICT integration into EFL classes. However, gender and computer attitudes were not found to be related to ICT use.","PeriodicalId":427808,"journal":{"name":"The Second International Conference on E-Learning and E-Teaching (ICELET 2010)","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133765379","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":"Introducing a new intelligent adaptive learning content generation method","authors":"Ehsan Haghshenas, Arya Mazaheri, Ameneh Gholipour, Maryam Tavakoli, Nasim Zandi, H. Narimani, Fahimeh Rahimi, S. Nouri","doi":"10.1109/ICELET.2010.5708382","DOIUrl":"https://doi.org/10.1109/ICELET.2010.5708382","url":null,"abstract":"E-learning environments are being used more efficiently by the rapid growth in internet and multimedia technologies. Adaptive learning is a kind of learning environment which provides individual learning. It can customize the learning style according to the individual's personality and characteristics. Although there are a lot of e-learning systems having adaptive learning feature, they do not satisfy all adaptive learning aspects. This paper proposes a new method which tries to help learners find educational contents adapted to their personalities in an efficient manner. Our proposed method has four essential parts: 1) It finds out learner's features by Bayesian networks. 2) Then It tries to select the most appropriate adaptive learning objects with 0/1 knapsack problem in a limited amount of time determined by learner. 3) An ant colony optimization algorithm is proposed to solve 0/1 knapsack problem efficiently. 4) Selected learning objects are then sequenced in order to preserve the prerequisites. Also we created a software application based on this method called BehAmooz for learners to find and comprehend the educational contents effectively.","PeriodicalId":427808,"journal":{"name":"The Second International Conference on E-Learning and E-Teaching (ICELET 2010)","volume":"61 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131519655","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}