LIA: An Intelligent Advisor for E-Learning

ERIC Educational Resources Information Center

Capuano, Nicola; Gaeta, Matteo; Marengo, Agostino; Miranda, Sergio; Orciuoli, Francesco; Ritrovato, Pierluigi

2009-01-01

Intelligent e-learning systems have revolutionized online education by providing individualized and personalized instruction for each learner. Nevertheless, until now very few systems were able to leave academic laboratories and be integrated into real commercial products. One of these few exceptions is the Learning Intelligent Advisor (LIA)…

Effective Trust-Aware E-learning Recommender System Based on Learning Styles and Knowledge Levels

ERIC Educational Resources Information Center

Dwivedi, Pragya; Bharadwaj, Kamal K.

2013-01-01

In the age of information explosion, e-learning recommender systems (ELRSs) have emerged as the most essential tool to deliver personalized learning resources to learners. Due to enormous amount of information on the web, learner faces problem in searching right information. ELRSs deal with the problem of information overload effectively and…

Course Ontology-Based User's Knowledge Requirement Acquisition from Behaviors within E-Learning Systems

ERIC Educational Resources Information Center

Zeng, Qingtian; Zhao, Zhongying; Liang, Yongquan

2009-01-01

User's knowledge requirement acquisition and analysis are very important for a personalized or user-adaptive learning system. Two approaches to capture user's knowledge requirement about course content within an e-learning system are proposed and implemented in this paper. The first approach is based on the historical data accumulated by an…

Toward a Learner-Centered System for Adult Learning

ERIC Educational Resources Information Center

Hermans, Henry; Kalz, Marco; Koper, Rob

2013-01-01

Purpose: The purpose of this paper is to present an e-learning system that integrates the use of concepts of virtual learning environments, personal learning environments, and social network sites. The system is based on a learning model which comprises and integrates three learning contexts for the adult learner: the formal, instructional…

Personalized Recommendation of Learning Material Using Sequential Pattern Mining and Attribute Based Collaborative Filtering

ERIC Educational Resources Information Center

Salehi, Mojtaba; Nakhai Kamalabadi, Isa; Ghaznavi Ghoushchi, Mohammad Bagher

2014-01-01

Material recommender system is a significant part of e-learning systems for personalization and recommendation of appropriate materials to learners. However, in the existing recommendation algorithms, dynamic interests and multi-preference of learners and multidimensional-attribute of materials are not fully considered simultaneously. Moreover,…

Learning Path Recommendation Based on Modified Variable Length Genetic Algorithm

ERIC Educational Resources Information Center

Dwivedi, Pragya; Kant, Vibhor; Bharadwaj, Kamal K.

2018-01-01

With the rapid advancement of information and communication technologies, e-learning has gained a considerable attention in recent years. Many researchers have attempted to develop various e-learning systems with personalized learning mechanisms for assisting learners so that they can learn more efficiently. In this context, curriculum sequencing…

OPUS One: An Intelligent Adaptive Learning Environment Using Artificial Intelligence Support

NASA Astrophysics Data System (ADS)

Pedrazzoli, Attilio

2010-06-01

AI based Tutoring and Learning Path Adaptation are well known concepts in e-Learning scenarios today and increasingly applied in modern learning environments. In order to gain more flexibility and to enhance existing e-learning platforms, the OPUS One LMS Extension package will enable a generic Intelligent Tutored Adaptive Learning Environment, based on a holistic Multidimensional Instructional Design Model (PENTHA ID Model), allowing AI based tutoring and adaptation functionality to existing Web-based e-learning systems. Relying on "real time" adapted profiles, it allows content- / course authors to apply a dynamic course design, supporting tutored, collaborative sessions and activities, as suggested by modern pedagogy. The concept presented combines a personalized level of surveillance, learning activity- and learning path adaptation suggestions to ensure the students learning motivation and learning success. The OPUS One concept allows to implement an advanced tutoring approach combining "expert based" e-tutoring with the more "personal" human tutoring function. It supplies the "Human Tutor" with precise, extended course activity data and "adaptation" suggestions based on predefined subject matter rules. The concept architecture is modular allowing a personalized platform configuration.

A Fuzzy Logic-Based Personalized Learning System for Supporting Adaptive English Learning

ERIC Educational Resources Information Center

Hsieh, Tung-Cheng; Wang, Tzone-I; Su, Chien-Yuan; Lee, Ming-Che

2012-01-01

As a nearly global language, English as a Foreign Language (EFL) programs are essential for people wishing to learn English. Researchers have noted that extensive reading is an effective way to improve a person's command of English. Choosing suitable articles in accordance with a learner's needs, interests and ability using an e-learning system…

Dynamic Learning Style Prediction Method Based on a Pattern Recognition Technique

ERIC Educational Resources Information Center

Yang, Juan; Huang, Zhi Xing; Gao, Yue Xiang; Liu, Hong Tao

2014-01-01

During the past decade, personalized e-learning systems and adaptive educational hypermedia systems have attracted much attention from researchers in the fields of computer science Aand education. The integration of learning styles into an intelligent system is a possible solution to the problems of "learning deviation" and…

An E-learning System based on Affective Computing

NASA Astrophysics Data System (ADS)

Duo, Sun; Song, Lu Xue

In recent years, e-learning as a learning system is very popular. But the current e-learning systems cannot instruct students effectively since they do not consider the emotional state in the context of instruction. The emergence of the theory about "Affective computing" can solve this question. It can make the computer's intelligence no longer be a pure cognitive one. In this paper, we construct an emotional intelligent e-learning system based on "Affective computing". A dimensional model is put forward to recognize and analyze the student's emotion state and a virtual teacher's avatar is offered to regulate student's learning psychology with consideration of teaching style based on his personality trait. A "man-to-man" learning environment is built to simulate the traditional classroom's pedagogy in the system.

A Module for Adaptive Course Configuration and Assessment in Moodle

NASA Astrophysics Data System (ADS)

Limongelli, Carla; Sciarrone, Filippo; Temperini, Marco; Vaste, Giulia

Personalization and Adaptation are among the main challenges in the field of e-learning, where currently just few Learning Management Systems, mostly experimental ones, support such features. In this work we present an architecture that allows Moodle to interact with the Lecomps system, an adaptive learning system developed earlier by our research group, that has been working in a stand-alone modality so far. In particular, the Lecomps responsibilities are circumscribed to the sole production of personalized learning objects sequences and to the management of the student model, leaving to Moodle all the rest of the activities for course delivery. The Lecomps system supports the "dynamic" adaptation of learning objects sequences, basing on the student model, i.e., learner's Cognitive State and Learning Style. Basically, this work integrates two main Lecomps tasks into Moodle, to be directly managed by it: Authentication and Quizzes.

Learning Experiences Reuse Based on an Ontology Modeling to Improve Adaptation in E-Learning Systems

ERIC Educational Resources Information Center

Hadj M'tir, Riadh; Rumpler, Béatrice; Jeribi, Lobna; Ben Ghezala, Henda

2014-01-01

Current trends in e-Learning focus mainly on personalizing and adapting the learning environment and learning process. Although their increasingly number, theses researches often ignore the concepts of capitalization and reuse of learner experiences which can be exploited later by other learners. Thus, the major challenge of distance learning is…

E-portfolios and personalized learning: research in practice with two dyslexic learners in UK higher education.

PubMed

Hughes, Julie; Herrington, Margaret; McDonald, Tess; Rhodes, Amy

2011-02-01

This paper analyses the use of an e-portfolio system in contributing to the personalized learning of two dyslexic learners at the University of Wolverhampton, UK. The rationale for this research rests at the intersection of generic findings from e-portfolio (and wider e-learning) research and the still challenging project in higher education (HE) of creating inclusive curricula. A qualitative, ethnographic approach was employed in a piece of collaborative research between academic staff and dyslexic learners. Two retrospective learner narratives were constructed and then reviewed by all co-authors in terms of the 'personalized fit' which they allowed with dyslexic thinking, learning and writing experience. The findings suggest a potential refinement of the general pedagogical claims about e-portfolio-based learning when considering dyslexic learners and thence the value of an enhanced prioritization of e-portfolio learning practices within inclusive HE curricula. The review and analysis also allow a 'critical' discussion of the practical and theoretical issues arising within this work. Copyright © 2010 John Wiley & Sons, Ltd.

Personalized Recommender System for e-Learning Environment

ERIC Educational Resources Information Center

Benhamdi, Soulef; Babouri, Abdesselam; Chiky, Raja

2017-01-01

Traditional e-Learning environments are based on static contents considering that all learners are similar, so they are not able to respond to each learner's needs. These systems are less adaptive and once a system that supports a particular strategy has been designed and implemented, it is less likely to change according to student's interactions…

Attitudes and Perceptions of Students in a Systems Engineering E-Learnig Course

ERIC Educational Resources Information Center

de Vega, Carolina Armijo; McAnally-Salas, Lewis; Lavigne, Gilles

2009-01-01

In this paper is reported the attitudes and perception of students in a systems Engineering e-learning course and a teacher with more than six years of experience teaching online courses. The paper reports the teacher and students' perceptions about the e-learning courses experience. Personalized interviews with some of the students were carried…

Semantic e-Learning: Next Generation of e-Learning?

NASA Astrophysics Data System (ADS)

Konstantinos, Markellos; Penelope, Markellou; Giannis, Koutsonikos; Aglaia, Liopa-Tsakalidi

Semantic e-learning aspires to be the next generation of e-learning, since the understanding of learning materials and knowledge semantics allows their advanced representation, manipulation, sharing, exchange and reuse and ultimately promote efficient online experiences for users. In this context, the paper firstly explores some fundamental Semantic Web technologies and then discusses current and potential applications of these technologies in e-learning domain, namely, Semantic portals, Semantic search, personalization, recommendation systems, social software and Web 2.0 tools. Finally, it highlights future research directions and open issues of the field.

Effective e-learning for health professional and medical students: the experience with SIAS-Intelligent Tutoring System.

PubMed

Muñoz, Diana C; Ortiz, Alexandra; González, Carolina; López, Diego M; Blobel, Bernd

2010-01-01

Current e-learning systems are still inadequate to support the level of interaction, personalization and engagement demanded by clinicians, care givers, and the patient themselves. For effective e-learning to be delivered in the health context, collaboration between pedagogy and technology is required. Furthermore, e-learning systems should be flexible enough to be adapted to the students' needs, evaluated regularly, easy to use and maintain and provide students' feedback, guidelines and supporting material in different formats. This paper presents the implementation of an Intelligent Tutoring System (SIAS-ITS), and its evaluation compared to a traditional virtual learning platform (Moodle). The evaluation was carried out as a case study, in which the participants were separated in two groups, each group attending a virtual course on the WHO Integrated Management of Childhood Illness (IMCI) strategy supported by one of the two e-learning platforms. The evaluation demonstrated that the participants' knowledge level, pedagogical strategies used, learning efficiency and systems' usability were improved using the Intelligent Tutoring System.

Digital case-based learning system in school.

PubMed

Gu, Peipei; Guo, Jiayang

2017-01-01

With the continuing growth of multi-media learning resources, it is important to offer methods helping learners to explore and acquire relevant learning information effectively. As services that organize multi-media learning materials together to support programming learning, the digital case-based learning system is needed. In order to create a case-oriented e-learning system, this paper concentrates on the digital case study of multi-media resources and learning processes with an integrated framework. An integration of multi-media resources, testing and learning strategies recommendation as the learning unit is proposed in the digital case-based learning framework. The learning mechanism of learning guidance, multi-media materials learning and testing feedback is supported in our project. An improved personalized genetic algorithm which incorporates preference information and usage degree into the crossover and mutation process is proposed to assemble the personalized test sheet for each learner. A learning strategies recommendation solution is proposed to recommend learning strategies for learners to help them to learn. The experiments are conducted to prove that the proposed approaches are capable of constructing personalized sheets and the effectiveness of the framework.

Digital case-based learning system in school

PubMed Central

Gu, Peipei

2017-01-01

With the continuing growth of multi-media learning resources, it is important to offer methods helping learners to explore and acquire relevant learning information effectively. As services that organize multi-media learning materials together to support programming learning, the digital case-based learning system is needed. In order to create a case-oriented e-learning system, this paper concentrates on the digital case study of multi-media resources and learning processes with an integrated framework. An integration of multi-media resources, testing and learning strategies recommendation as the learning unit is proposed in the digital case-based learning framework. The learning mechanism of learning guidance, multi-media materials learning and testing feedback is supported in our project. An improved personalized genetic algorithm which incorporates preference information and usage degree into the crossover and mutation process is proposed to assemble the personalized test sheet for each learner. A learning strategies recommendation solution is proposed to recommend learning strategies for learners to help them to learn. The experiments are conducted to prove that the proposed approaches are capable of constructing personalized sheets and the effectiveness of the framework. PMID:29107965

Content Classification and Context-Based Retrieval System for E-Learning

ERIC Educational Resources Information Center

Mittal, Ankush; Krishnan, Pagalthivarthi V.; Altman, Edward

2006-01-01

A recent focus in web based learning systems has been the development of reusable learning materials that can be delivered as personalized courses depending of a number of factors such as the user's background, his/her learning preferences, current knowledge based on previous assessments, or previous browsing patterns. The student is often…

Standardization of computer-assisted semen analysis using an e-learning application.

PubMed

Ehlers, J; Behr, M; Bollwein, H; Beyerbach, M; Waberski, D

2011-08-01

Computer-assisted semen analysis (CASA) is primarily used to obtain accurate and objective kinetic sperm measurements. Additionally, AI centers use computer-assessed sperm concentration in the sample as a basis for calculating the number of insemination doses available from a given ejaculate. The reliability of data is often limited and results can vary even when the same CASA systems with identical settings are used. The objective of the present study was to develop a computer-based training module for standardized measurements with a CASA system and to evaluate its training effect on the quality of the assessment of sperm motility and concentration. A digital versatile disc (DVD) has been produced showing the standardization of sample preparation and analysis with the CASA system SpermVision™ version 3.0 (Minitube, Verona, WI, USA) in words, pictures, and videos, as well as the most probable sources of error. Eight test persons educated in spermatology, but with different levels of experience with the CASA system, prepared and assessed 10 aliquots from one prediluted bull ejaculate using the same CASA system and laboratory equipment before and after electronic learning (e-learning). After using the e-learning application, the coefficient of variation was reduced on average for the sperm concentration from 26.1% to 11.3% (P ≤ 0.01), and for motility from 5.8% to 3.1% (P ≤ 0.05). For five test persons, the difference in the coefficient of variation before and after use of the e-learning application was significant (P ≤ 0.05). Individual deviations of means from the group mean before e-learning were reduced compared with individual deviations from the group mean after e-learning. According to a survey, the e-learning application was highly accepted by users. In conclusion, e-learning presents an effective, efficient, and accepted tool for improvement of the precision of CASA measurements. This study provides a model for the standardization of other laboratory procedures using e-learning. Copyright © 2011 Elsevier Inc. All rights reserved.

Guiding Students to the Right Questions: Adaptive Navigation Support in an E-Learning System for Java Programming

ERIC Educational Resources Information Center

Hsiao, I.-H.; Sosnovsky, S.; Brusilovsky, P.

2010-01-01

Rapid growth of the volume of interactive questions available to the students of modern E-Learning courses placed the problem of personalized guidance on the agenda of E-Learning researchers. Without proper guidance, students frequently select too simple or too complicated problems and ended either bored or discouraged. This paper explores a…

An Enhanced Personal Learning Environment Using Social Semantic Web Technologies

ERIC Educational Resources Information Center

Halimi, Khaled; Seridi-Bouchelaghem, Hassina; Faron-Zucker, Catherine

2014-01-01

Compared with learning in classrooms, classical e-learning systems are less adaptive and once a system that supports a particular strategy has been designed and implemented, it is less likely to change according to student's interactions and preferences. Remote educational systems should be developed to ensure as much as necessary the…

Semantic Web-Driven LMS Architecture towards a Holistic Learning Process Model Focused on Personalization

ERIC Educational Resources Information Center

Kerkiri, Tania

2010-01-01

A comprehensive presentation is here made on the modular architecture of an e-learning platform with a distinctive emphasis on content personalization, combining advantages from semantic web technology, collaborative filtering and recommendation systems. Modules of this architecture handle information about both the domain-specific didactic…

Recommendation System Based On Association Rules For Distributed E-Learning Management Systems

NASA Astrophysics Data System (ADS)

Mihai, Gabroveanu

2015-09-01

Traditional Learning Management Systems are installed on a single server where learning materials and user data are kept. To increase its performance, the Learning Management System can be installed on multiple servers; learning materials and user data could be distributed across these servers obtaining a Distributed Learning Management System. In this paper is proposed the prototype of a recommendation system based on association rules for Distributed Learning Management System. Information from LMS databases is analyzed using distributed data mining algorithms in order to extract the association rules. Then the extracted rules are used as inference rules to provide personalized recommendations. The quality of provided recommendations is improved because the rules used to make the inferences are more accurate, since these rules aggregate knowledge from all e-Learning systems included in Distributed Learning Management System.

Career Goal-Based E-Learning Recommendation Using Enhanced Collaborative Filtering and PrefixSpan

ERIC Educational Resources Information Center

Ma, Xueying; Ye, Lu

2018-01-01

This article describes how e-learning recommender systems nowadays have applied different kinds of techniques to recommend personalized learning content for users based on their preference, goals, interests and background information. However, the cold-start problem which exists in traditional recommendation algorithms are still left over in…

Semantic Maps Capturing Organization Knowledge in e-Learning

NASA Astrophysics Data System (ADS)

Mavridis, Androklis; Koumpis, Adamantios; Demetriadis, Stavros N.

e-learning, shows much promise in accessibility and opportunity to learn, due to its asynchronous nature and its ability to transmit knowledge fast and effectively. However without a universal standard for online learning and teaching, many systems are proclaimed as “e-learning-compliant”, offering nothing more than automated services for delivering courses online, providing no additional enhancement to reusability and learner personalization. Hence, the focus is not on providing reusable and learner-centered content, but on developing the technology aspects of e-learning. This current trend has made it crucial to find a more refined definition of what constitutes knowledge in the e-learning context. We propose an e-learning system architecture that makes use of a knowledge model to facilitate continuous dialogue and inquiry-based knowledge learning, by exploiting the full benefits of the semantic web as a medium capable for supplying the web with formalized knowledge.

Advanced Learning Space as an Asset for Students with Disabilities

ERIC Educational Resources Information Center

Císarová, Klára; Lamr, Marián; Vitvarová, Jana

2015-01-01

The paper describes an e-learning system called Advanced Learning Space that was developed at the Technical University of Liberec. The system provides a personalized virtual work space and promotes communication among students and their teachers. The core of the system is a module that can be used to automatically record, store and playback…

75 FR 6362 - Privacy Act of 1974; System of Records

Federal Register 2010, 2011, 2012, 2013, 2014

2010-02-09

..., Department of Defense. NM01500-9 SYSTEM NAME: Integrated Learning Environment (ILE) Classes (September 19... personal identifier number assigned to individual, pay plan/grade, rank, occupation, Unit Identification... register to take classes offered under Navy eLearning.'' AUTHORITY FOR MAINTENANCE OF THE SYSTEM: Delete...

Affect Recognition through Facebook for Effective Group Profiling towards Personalized Instruction

ERIC Educational Resources Information Center

Troussas, Christos; Espinosa, Kurt Junshean; Virvou, Maria

2016-01-01

Social networks are progressively being considered as an intense thought for learning. Particularly in the research area of Intelligent Tutoring Systems, they can create intuitive, versatile and customized e-learning systems which can advance the learning process by revealing the capacities and shortcomings of every learner and by customizing the…

Delivery of Learning Knowledge Objects Using Fuzzy Clustering

ERIC Educational Resources Information Center

Sabitha, A. Sai; Mehrotra, Deepti; Bansal, Abhay

2016-01-01

e-Learning industry is rapidly changing and the current learning trends are based on personalized, social and mobile learning, content reusability, cloud-based and talent management. The learning systems have attained a significant growth catering to the needs of a wide range of learners, having different approaches and styles of learning. Objects…

High-Fidelity e-Learning: SEI’s Virtual Training Environment (VTE)

DTIC Science & Technology

2009-01-01

Assessment 2.4 Collaboration 2.4.1 Peer-Student Collaboration 2.4.2 Instructor Support 2.5 Accessibility 2.6 Modularity 2.6.1 Design for Re-Use 2.6.2 Design ...ing Environment as an implementation of a high-fidelity e-Ieaming system. This report does not cover concepts of pedagogy or instructional design in e...pedagogical agents. This is the basis for Clark and Mayer’s Personalization principle for designing media for e-learning [Clark & Mayer 2003]. E-learning

Solving the Curriculum Sequencing Problem with DNA Computing Approach

ERIC Educational Resources Information Center

Debbah, Amina; Ben Ali, Yamina Mohamed

2014-01-01

In the e-learning systems, a learning path is known as a sequence of learning materials linked to each others to help learners achieving their learning goals. As it is impossible to have the same learning path that suits different learners, the Curriculum Sequencing problem (CS) consists of the generation of a personalized learning path for each…

Applying Web Usage Mining for Personalizing Hyperlinks in Web-Based Adaptive Educational Systems

ERIC Educational Resources Information Center

Romero, Cristobal; Ventura, Sebastian; Zafra, Amelia; de Bra, Paul

2009-01-01

Nowadays, the application of Web mining techniques in e-learning and Web-based adaptive educational systems is increasing exponentially. In this paper, we propose an advanced architecture for a personalization system to facilitate Web mining. A specific Web mining tool is developed and a recommender engine is integrated into the AHA! system in…

Detecting Symptoms of Low Performance Using Production Rules

ERIC Educational Resources Information Center

Bravo, Javier; Ortigosa, Alvaro

2009-01-01

E-Learning systems offer students innovative and attractive ways of learning through augmentation or substitution of traditional lectures and exercises with online learning material. Such material can be accessed at any time from anywhere using different devices, and can be personalized according to the individual student's needs, goals and…

Introducing Adaptivity Features to a Regular Learning Management System to Support Creation of Advanced eLessons

ERIC Educational Resources Information Center

Komlenov, Zivana; Budimac, Zoran; Ivanovic, Mirjana

2010-01-01

In order to improve the learning process for students with different pre-knowledge, personal characteristics and preferred learning styles, a certain degree of adaptability must be introduced to online courses. In learning environments that support such kind of functionalities students can explicitly choose different paths through course contents…

Evaluation of a blended learning model in geriatric medicine: a successful learning experience for medical students.

PubMed

Duque, Gustavo; Demontiero, Oddom; Whereat, Sarah; Gunawardene, Piumali; Leung, Oliver; Webster, Peter; Sardinha, Luis; Boersma, Derek; Sharma, Anita

2013-06-01

Despite the increasingly ageing population, teaching geriatric medicine at medical schools is a challenge due to the particularities of this subspecialty and the lack of student interest in this subject. We assessed a blended system that combines e-learning and person-to-person interaction. Our program offered the students a hands-on learning experience based on self-reflection, access to technology, interactive learning, frequent interaction with the multidisciplinary team, more exposure to patients, and regular feedback. Our results indicate that the students appreciate this system as a rich and effective learning experience demonstrated by their positive feedback and by their significant improvement in knowledge assessed at the end of their rotation. Implementing an interactive blended system is a beneficial approach to teaching geriatric medicine in medical schools and to motivating medical students' interest in this important medical subspecialty. © 2012 The Authors. Australasian Journal on Ageing © 2012 ACOTA.

Enriching Adaptation in E-Learning Systems through a Situation-Aware Ontology Network

ERIC Educational Resources Information Center

Pernas, Ana Marilza; Diaz, Alicia; Motz, Regina; de Oliveira, Jose Palazzo Moreira

2012-01-01

Purpose: The broader adoption of the internet along with web-based systems has defined a new way of exchanging information. That advance added by the multiplication of mobile devices has required systems to be even more flexible and personalized. Maybe because of that, the traditional teaching-controlled learning style has given up space to a new…

eTeacher: Providing Personalized Assistance to E-Learning Students

ERIC Educational Resources Information Center

Schiaffino, Silvia; Garcia, Patricio; Amandi, Analia

2008-01-01

In this paper we present eTeacher, an intelligent agent that provides personalized assistance to e-learning students. eTeacher observes a student's behavior while he/she is taking online courses and automatically builds the student's profile. This profile comprises the student's learning style and information about the student's performance, such…

Personal Learning Environments (PLEs) in a Distance Learning Course on Mathematics Applied to Business

ERIC Educational Resources Information Center

Bidarra, Jose; Araujo, Joao

2013-01-01

This paper argues that the dominant form of distance learning that is common in most e-learning systems rests on a set of learning devices and environments that may be outdated from the student's perspective, namely because it is not supportive of learner empowerment and does not facilitate the efforts of self-directed learners. For this study we…

vPELS: An E-Learning Social Environment for VLSI Design with Content Security Using DRM

ERIC Educational Resources Information Center

Dewan, Jahangir; Chowdhury, Morshed; Batten, Lynn

2014-01-01

This article provides a proposal for personal e-learning system (vPELS [where "v" stands for VLSI: very large scale integrated circuit])) architecture in the context of social network environment for VLSI Design. The main objective of vPELS is to develop individual skills on a specific subject--say, VLSI--and share resources with peers.…

Multidimensional Learner Model In Intelligent Learning System

NASA Astrophysics Data System (ADS)

Deliyska, B.; Rozeva, A.

2009-11-01

The learner model in an intelligent learning system (ILS) has to ensure the personalization (individualization) and the adaptability of e-learning in an online learner-centered environment. ILS is a distributed e-learning system whose modules can be independent and located in different nodes (servers) on the Web. This kind of e-learning is achieved through the resources of the Semantic Web and is designed and developed around a course, group of courses or specialty. An essential part of ILS is learner model database which contains structured data about learner profile and temporal status in the learning process of one or more courses. In the paper a learner model position in ILS is considered and a relational database is designed from learner's domain ontology. Multidimensional modeling agent for the source database is designed and resultant learner data cube is presented. Agent's modules are proposed with corresponding algorithms and procedures. Multidimensional (OLAP) analysis guidelines on the resultant learner module for designing dynamic learning strategy have been highlighted.

Personal computer versus personal computer/mobile device combination users' preclinical laboratory e-learning activity.

PubMed

Kon, Haruka; Kobayashi, Hiroshi; Sakurai, Naoki; Watanabe, Kiyoshi; Yamaga, Yoshiro; Ono, Takahiro

2017-11-01

The aim of the present study was to clarify differences between personal computer (PC)/mobile device combination and PC-only user patterns. We analyzed access frequency and time spent on a complete denture preclinical website in order to maximize website effectiveness. Fourth-year undergraduate students (N=41) in the preclinical complete denture laboratory course were invited to participate in this survey during the final week of the course to track login data. Students accessed video demonstrations and quizzes via our e-learning site/course program, and were instructed to view online demonstrations before classes. When the course concluded, participating students filled out a questionnaire about the program, their opinions, and devices they had used to access the site. Combination user access was significantly more frequent than PC-only during supplementary learning time, indicating that students with mobile devices studied during lunch breaks and before morning classes. Most students had favorable opinions of the e-learning site, but a few combination users commented that some videos were too long and that descriptive answers were difficult on smartphones. These results imply that mobile devices' increased accessibility encouraged learning by enabling more efficient time use between classes. They also suggest that e-learning system improvements should cater to mobile device users by reducing video length and including more short-answer questions. © 2016 John Wiley & Sons Australia, Ltd.

Underlying Processes of an Inverted Personalization Effect in Multimedia Learning – An Eye-Tracking Study

PubMed Central

Zander, Steffi; Wetzel, Stefanie; Kühl, Tim; Bertel, Sven

2017-01-01

One of the frequently examined design principles in multimedia learning is the personalization principle. Based on empirical evidence this principle states that using personalized messages in multimedia learning is more beneficial than using formal language (e.g., using ‘you’ instead of ‘the’). Although there is evidence that these slight changes in regard to the language style affect learning, motivation and the perceived cognitive load, it remains unclear, (1) whether the positive effects of personalized language can be transferred to all kinds of content of learning materials (e.g., specific potentially aversive health issues) and (2) which are the underlying processes (e.g., attention allocation) of the personalization effect. German university students (N = 37) learned symptoms and causes of cerebral hemorrhages either with a formal or a personalized version of the learning material. Analysis revealed comparable results to the few existing previous studies, indicating an inverted personalization effect for potentially aversive learning material. This effect was specifically revealed in regard to decreased average fixation duration and the number of fixations exclusively on the images in the personalized compared to the formal version. These results can be seen as indicators for an inverted effect of personalization on the level of visual attention. PMID:29326630

Personalized summarization using user preference for m-learning

NASA Astrophysics Data System (ADS)

Lee, Sihyoung; Yang, Seungji; Ro, Yong Man; Kim, Hyoung Joong

2008-02-01

As the Internet and multimedia technology is becoming advanced, the number of digital multimedia contents is also becoming abundant in learning area. In order to facilitate the access of digital knowledge and to meet the need of a lifelong learning, e-learning could be the helpful alternative way to the conventional learning paradigms. E-learning is known as a unifying term to express online, web-based and technology-delivered learning. Mobile-learning (m-learning) is defined as e-learning through mobile devices using wireless transmission. In a survey, more than half of the people remarked that the re-consumption was one of the convenient features in e-learning. However, it is not easy to find user's preferred segmentation from a full version of lengthy e-learning content. Especially in m-learning, a content-summarization method is strongly required because mobile devices are limited to low processing power and battery capacity. In this paper, we propose a new user preference model for re-consumption to construct personalized summarization for re-consumption. The user preference for re-consumption is modeled based on user actions with statistical model. Based on the user preference model for re-consumption with personalized user actions, our method discriminates preferred parts over the entire content. Experimental results demonstrated successful personalized summarization.

The Personal Digital Library (PDL)-based e-learning: Using the PDL as an e-learning support tool

NASA Astrophysics Data System (ADS)

Deng, Xiaozhao; Ruan, Jianhai

The paper describes a support tool for learners engaged in e-learning, the Personal Digital Library (PDL). The characteristics and functionality of the PDL are presented. Suggested steps for constructing and managing a PDL are outlined and discussed briefly. The authors believe that the PDL as a support tool of e-learning will be important and essential in the future.

Students´ Perspectives on eLearning Activities in Person-Centered, Blended Learning Settings

ERIC Educational Resources Information Center

Haselberger, David; Motsching, Renate

2016-01-01

Blended or hybrid learning has become a frequent practice in higher education. In this article our primary research interest was to find out how students perceived eLearning activities in blended learning courses based on the person-centered paradigm. Through analyzing the content of a series of semi-structured interviews we found out that…

Open Integrated Personal Learning Environment: Towards a New Conception of the ICT-Based Learning Processes

NASA Astrophysics Data System (ADS)

Conde, Miguel Ángel; García-Peñalvo, Francisco José; Casany, Marià José; Alier Forment, Marc

Learning processes are changing related to technological and sociological evolution, taking this in to account, a new learning strategy must be considered. Specifically what is needed is to give an effective step towards the eLearning 2.0 environments consolidation. This must imply the fusion of the advantages of the traditional LMS (Learning Management System) - more formative program control and planning oriented - with the social learning and the flexibility of the web 2.0 educative applications.

The use of high technology in STEM education

NASA Astrophysics Data System (ADS)

Lakshminarayanan, Vasudevan; McBride, Annette C.

2015-10-01

There has been a huge increase in the use of high technology in education. In this paper we discuss some aspects of technology that have major applications in STEM education, namely, (a) virtual reality systems, (b) personal electronic response systems aka "clickers", (c) flipped classrooms, (d) mobile learning "m-Learning", (e) massive open online courses "MOOCS", (f) internet-of-things and (g) cloud computing.

Learner Characteristic Based Learning Effort Curve Mode: The Core Mechanism on Developing Personalized Adaptive E-Learning Platform

ERIC Educational Resources Information Center

Hsu, Pi-Shan

2012-01-01

This study aims to develop the core mechanism for realizing the development of personalized adaptive e-learning platform, which is based on the previous learning effort curve research and takes into account the learner characteristics of learning style and self-efficacy. 125 university students from Taiwan are classified into 16 groups according…

Virtual Games for Real Learning: Learning Online with Serious Fun.

ERIC Educational Resources Information Center

Jasinski, Marie; Thiagarajan, Sivasailam

2000-01-01

Focuses on the use of e-mail games for learning. Discusses terminology; reasons for using virtual games; promoting person-to-person interaction online; how to play an e-mail game, including three examples of specific games; player reactions; design components; the functions for facilitating an e-mail game; and the game as an excuse for debriefing.…

A recommendation module to help teachers build courses through the Moodle Learning Management System

NASA Astrophysics Data System (ADS)

Limongelli, Carla; Lombardi, Matteo; Marani, Alessandro; Sciarrone, Filippo; Temperini, Marco

2016-01-01

In traditional e-learning, teachers design sets of Learning Objects (LOs) and organize their sequencing; the material implementing the LOs could be either built anew or adopted from elsewhere (e.g. from standard-compliant repositories) and reused. This task is applicable also when the teacher works in a system for personalized e-learning. In this case, the burden actually increases: for instance, the LOs may need adaptation to the system, through additional metadata. This paper presents a module that gives some support to the operations of retrieving, analyzing, and importing LOs from a set of standard Learning Objects Repositories, acting as a recommending system. In particular, it is designed to support the teacher in the phases of (i) retrieval of LOs, through a keyword-based search mechanism applied to the selected repositories; (ii) analysis of the returned LOs, whose information is enriched by a concept of relevance metric, based on both the results of the searching operation and the data related to the previous use of the LOs in the courses managed by the Learning Management System; and (iii) LO importation into the course under construction.

Study of the Index System for Assessing Learner-Centered Online Courses

ERIC Educational Resources Information Center

Li, Mei

2015-01-01

With the development of e-learning, the quality of web-based courses attracts extensive interest. This paper draws upon the results conducted amongst students enrolled in an online language course at a northern Chinese university. The design of the course aims to create the learner-centered environment: personalized learning environment,…

Accounting Community of Practice Pedagogy: A Course Management Invention for Developing Personal Competencies in Accounting Education

ERIC Educational Resources Information Center

Stephenson, Sandria S.

2017-01-01

This paper reports the findings of an exploratory qualitative study using the implementation of Wenger's [(1998). "Communities of practice: Learning, meaning, and identity." Cambridge, MA: Cambridge University Press; Wenger, E. (2000). Communities of practice and social learning systems. "Organization," 7(2), 225-246] Theory of…

Some aspects of using new techniques of teaching/learning in education in optics (Abstract only)

NASA Astrophysics Data System (ADS)

Suchanska, Malgorzata

2003-11-01

The deep learning in Optics can be encouraged by stimulating and considerate teaching. It means that teacher should demonstrate his/her personal commitment to the subject and stress its meaning, relevance and importance to the students. It is also important to allow students to be creative in solving problems and in interpretation of its contents. In order to help the students to become more creative persons it is necessary to enhance the learning process of modern knowledge in Optics, to design and conduct experiments, stimulate passions and interests, allow an access to the e-learning system (Internet) and introduce the psychological training (creativity, communication, lateral thinking etc.) (Abstract only available)

Implementation of online suicide-specific training for VA providers.

PubMed

Marshall, Elizabeth; York, Janet; Magruder, Kathryn; Yeager, Derik; Knapp, Rebecca; De Santis, Mark L; Burriss, Louisa; Mauldin, Mary; Sulkowski, Stan; Pope, Charlene; Jobes, David A

2014-10-01

Due to the gap in suicide-specific intervention training for mental health students and professionals, e-learning is one solution to improving provider skills in the Veterans Affairs (VA) health system. This study focused on the development and evaluation of an equivalent e-learning alternative to the Collaborative Assessment and Management of Suicidality (CAMS) in-person training approach at a Veteran Health Affairs medical center. The study used a multicenter, randomized, cluster, and three group design. the development of e-CAMS was an iterative process and included pilot testing. Eligible and consenting mental health providers, who completed a CAMS pre-survey, were randomized. Provider satisfaction was assessed using the standard VA evaluation of training consisting of 20 items. Two post training focus groups, divided by learning conditions, were conducted to assess practice adoption using a protocol focused on experiences with training and delivery of CAMS. A total of 215 providers in five sites were randomized to three conditions: 69 to e-learning, 70 to in-person, 76 to the control. The providers were primarily female, Caucasian, midlife providers. Based on frequency scores of satisfaction items, both learning groups rated the trainings positively. In focus groups representing divided by learning conditions, participants described positive reactions to CAMS training and similar individual and institutional barriers to full implementation of CAMS. This is the first evaluation study of a suicide-specific e-learning training within the VA. The e-CAMS appears equivalent to the in-person CAMS in terms of provider satisfaction with training and practice adoption, consistent with other comparisons of training deliveries across specialty areas. Additional evaluation of provider confidence and adoption and patient outcomes is in progress. The e-CAMS has the potential to provide ongoing training for VA and military mental health providers and serve as a tutorial for psychiatrists in preparation for specialty boards.

Meeting the Needs of Students with 2e: It Takes a Team

ERIC Educational Resources Information Center

Coleman, Mary Ruth; Gallagher, Shelagh

2015-01-01

The provision of flexible, multidimensional, customized supports and services for a twice-exceptional (2e) child requires a system of education that is capable of dynamic and personalized interventions that respond to a 2e student's learning strengths and challenges. We believe that this kind of educational response entails more than an excellent…

Concept Based Approach for Adaptive Personalized Course Learning System

ERIC Educational Resources Information Center

Salahli, Mehmet Ali; Özdemir, Muzaffer; Yasar, Cumali

2013-01-01

One of the most important factors for improving the personalization aspects of learning systems is to enable adaptive properties to them. The aim of the adaptive personalized learning system is to offer the most appropriate learning path and learning materials to learners by taking into account their profiles. In this paper, a new approach to…

Recent Contributions to a Generic Architecture Design that Supports Learning Objects Interoperability

ERIC Educational Resources Information Center

Botsios, Sotirios; Georgiou, Dimitrios A.

2009-01-01

Adaptation and personalization services in e-learning environments are considered the turning point of recent research efforts, as the "one-size-fits-all" approach has some important drawbacks, from the educational point of view. Adaptive Educational Hypermedia Systems in World Wide Web became a very active research field and the need of…

Autonomous Learning for English Acquisition in Blended e-Studies for Adults within the Context of Sustainable Development

ERIC Educational Resources Information Center

Bojare, Inara

2016-01-01

Personality integration and self-realisation in the global economy and coevolution with multilingual cultural environment of sustainable learning society by means of technologies actualise the paradigm shift in science, and create the necessity for transdisciplinary research to resolve the problem of transformation of the system of values in the…

Learning and Motivation to Transfer after an E-Learning Programme: Impact of Trainees' Motivation to Train, Personal Interaction and Satisfaction

ERIC Educational Resources Information Center

Peters, Stephanie; Barbier, Marie; Faulx, Daniel; Hansez, Isabelle

2012-01-01

While e-learning appears to be increasingly present in training and education, the systematic evaluation of its effectiveness remains understudied. In this paper, we determine the mediating role of satisfaction between motivation to train and personal interaction, on the one hand, and learning and motivation to transfer, on the other hand. A…

Enhancing an adaptive e-learning system with didactic test assessment using an expert system

NASA Astrophysics Data System (ADS)

Bradáč, Vladimír; Kostolányová, Kateřina

2017-07-01

The paper deals with a follow-up research on intelligent tutoring systems that were studied in authors' previous papers from the point of view of describing their advantages. In this paper, the authors make use of the fuzzy logic expert system, which assesses student's knowledge, and integrate it into the intelligent tutoring system called Barborka. The goal is to create an even more personal student's study plan, which is tailored both to student's sensory/learning preferences and the level of knowledge of the given subject.

Personalized Messages That Promote Science Learning in Virtual Environments

ERIC Educational Resources Information Center

Moreno, Roxana; Mayer, Richard E.

2004-01-01

College students learned how to design the roots, stem, and leaves of plants to survive in five different virtual reality environments through an agent-based multimedia educational game. For each student, the agent used personalized speech (e.g., including I and you) or nonpersonalized speech (e.g., 3rd-person monologue), and the game was…

Computer-Tailored Student Support in Introductory Physics.

PubMed

Huberth, Madeline; Chen, Patricia; Tritz, Jared; McKay, Timothy A

2015-01-01

Large introductory courses are at a disadvantage in providing personalized guidance and advice for students during the semester. We introduce E2Coach (an Expert Electronic Coaching system), which allows instructors to personalize their communication with thousands of students. We describe the E2Coach system, the nature of the personalized support it provides, and the features of the students who did (and did not) opt-in to using it during the first three terms of its use in four introductory physics courses at the University of Michigan. Defining a 'better-than-expected' measure of performance, we compare outcomes for students who used E2Coach to those who did not. We found that moderate and high E2Coach usage was associated with improved performance. This performance boost was prominent among high users, who improved by 0.18 letter grades on average when compared to nonusers with similar incoming GPAs. This improvement in performance was comparable across both genders. E2Coach represents one way to use technology to personalize education at scale, contributing to the move towards individualized learning that is becoming more attainable in the 21st century.

Personalizing E-Learning.

ERIC Educational Resources Information Center

Bollet, Robert M.; Fallon, Santiago

2002-01-01

Discussion of the concepts of learning and training focuses on how to incorporate the whole brain in the learning process when personalizing electronic learning. Suggests that trainers will need to learn teaching strategies that embrace the right brain's need for time and space to examine, contemplate, integrate, and utilize information.…

Advancing Personalized Learning through the Iterative Application of Innovation Science

ERIC Educational Resources Information Center

Redding, Sam; Twyman, Janet; Murphy, Marilyn

2016-01-01

The promise of personalized learning excites many educators, and schools are wondering how best to introduce it and how they know when they have achieved it. Rather than thinking of personalized learning as an "it" (i.e., a program that is either present or not), we might think of it as an approach to teaching and learning that has many…

The Influence of Student Learning Characteristics on Purchase of Paper Book and eBook for University Study and Personal Interest

ERIC Educational Resources Information Center

Johnson, Genevieve Marie

2016-01-01

First-year university students (n = 199) completed an online questionnaire that queried their purchase of paper books and eBooks for university study and personal interest. The questionnaire also required students to rate their learning characteristics including reading strategies, study self-regulation, learning control beliefs and achievement…

Social E-Learning in Topolor: A Case Study

ERIC Educational Resources Information Center

Shi, Lei; Al Qudah, Dana; Cristea, Alexandra I.

2013-01-01

Social e-learning is a process through which learners achieve their learning goals via social interactions with each other by sharing knowledge, skills, abilities and educational materials. Adaptive e-learning enables adaptation and personalization of the learning process, based on learner needs, knowledge, preferences and other characteristics.…

Organisational aspects and benchmarking of e-learning initiatives: a case study with South African community health workers.

PubMed

Reisach, Ulrike; Weilemann, Mitja

2016-06-01

South Africa desperately needs a comprehensive approach to fight HIV/AIDS. Education is crucial to reach this goal and Internet and e-learning could offer huge opportunities to broaden and deepen the knowledge basis. But due to the huge societal and digital divide between rich and poor areas, e-learning is difficult to realize in the townships. Community health workers often act as mediators and coaches for people seeking medical and personal help. They could give good advice regarding hygiene, nutrition, protection of family members in case of HIV/AIDS and finding legal ways to earn one's living if they were trained to do so. Therefore they need to have a broader general knowledge. Since learning opportunities in the townships are scarce, a system for e-learning has to be created in order to overcome the lack of experience with computers or the Internet and to enable them to implement a network of expertise. The article describes how the best international resources on basic medical knowledge, HIV/AIDS as well as on basic economic and entrepreneurial skills were benchmarked to be integrated into an e-learning system. After tests with community health workers, researchers developed recommendations on building a self-sustaining system for learning, including a network of expertise and best practice sharing. The article explains the opportunities and challenges for community health workers, which could provide information for other parts of the world with similar preconditions of rural poverty. © The Author(s) 2015.

Communication and abnormal behaviour.

PubMed

Crown, S

1979-01-01

In this paper the similarities between normal and abnormal behaviour are emphasized and selected aspects of communication, normal and aberrant, between persons are explored. Communication in a social system may be verbal or non-verbal: one person's actions cause a response in another person. This response may be cognitive, behavioural or physiological. Communication may be approached through the individual, the social situation or social interaction. Psychoanalysis approaches the individual in terms of the coded communications of psychoneurotic symptoms or psychotic behaviour; the humanist-existential approach is concerned more with emotional expression. Both approaches emphasize the development of individual identity. The interaction between persons and their social background is stressed. Relevant are sociological concepts such as illness behaviour, stigma, labelling, institutionalization and compliance. Two approaches to social interactions are considered: the gamesplaying metaphor, e.g. back pain as a psychosocial manipulation--the 'pain game'; and the 'spiral of reciprocal perspectives' which emphasizes the interactional complexities of social perceptions. Communicatory aspects of psychological treatments are noted: learning a particular metaphor such as 'resolution' of the problem (psychotherapy), learning more 'rewarding' behaviour (learning theory) or learning authenticity or self-actualization (humanist-existential).

Personal Learning Environments Acceptance Model: The Role of Need for Cognition, e-Learning Satisfaction and Students' Perceptions

ERIC Educational Resources Information Center

del Barrio-García, Salvador; Arquero, José L.; Romero-Frías, Esteban

2015-01-01

As long as students use Web 2.0 tools extensively for social purposes, there is an opportunity to improve students' engagement in Higher Education by using these tools for academic purposes under a Personal Learning Environment approach (PLE 2.0). The success of these attempts depends upon the reactions and acceptance of users towards e-learning…

Loading the E-Learning Shopping Cart: First Examine the Product and Service for Student Results.

ERIC Educational Resources Information Center

Killion, Joellen

2002-01-01

Teachers and administrators have opportunities, via e- learning, to participate in multiple professional and personal learning experience. This paper examines what to consider before investing in e-learning products or related services (e.g., research results, content quality, content flexibility, flexible time, learner readiness, follow-up…

Use of web based systems to support postgraduate medical education.

PubMed

Tochel, C; Beggs, K; Haig, A; Roberts, J; Scott, H; Walker, K; Watson, M

2011-12-01

BACKGROUND To meet the demands of delivering the Foundation programme across a geographically diverse country, two web based systems (ePortfolio and eLearning) were developed to promote accessibility to training material and assessment tools on standardised platforms. This study evaluated the use of both tools throughout an entire academic year. METHODS All Scottish Foundation trainees' online learning and assessment data in 2007/08 were analysed, providing a national breakdown of post specialty, completion rates of mandatory assessments (including summary analysis of anonymised scores), and trainees' use of non-mandatory learning tools. Independent verification of competence data was sought from Deaneries. RESULTS There were high levels of engagement with both the ePortfolio (75-97% assessment completion) and eLearning systems (89-98% induction course completion), and the majority of trainees completed all required elements. There was extensive use of ePortfolio beyond mandatory levels for recording of learning events, including almost 20 000 personal learning records submitted by second year trainees. There was evidence that ePortfolio was used to record achievement of clinical competence rather than to track improvements towards competence (median workplace based assessment scores were 'high' or 'very high'). Online learning modules received positive feedback and its flexible format suited the trainees' working environment. External verification of formal assessment data revealed good correlation with locally stored outcomes, both indicating approximately 99% programme completion rates. CONCLUSIONS Core components of the Foundation programme have been delivered successfully to thousands of trainees across Scotland using web based systems to deliver and support education and assessment. There is great potential for further exploration of this carefully managed, rich dataset at individual, regional, and national levels to inform the future of medical education.

Computer-Tailored Student Support in Introductory Physics

PubMed Central

Huberth, Madeline; Chen, Patricia; Tritz, Jared; McKay, Timothy A.

2015-01-01

Large introductory courses are at a disadvantage in providing personalized guidance and advice for students during the semester. We introduce E2Coach (an Expert Electronic Coaching system), which allows instructors to personalize their communication with thousands of students. We describe the E2Coach system, the nature of the personalized support it provides, and the features of the students who did (and did not) opt-in to using it during the first three terms of its use in four introductory physics courses at the University of Michigan. Defining a ‘better-than-expected’ measure of performance, we compare outcomes for students who used E2Coach to those who did not. We found that moderate and high E2Coach usage was associated with improved performance. This performance boost was prominent among high users, who improved by 0.18 letter grades on average when compared to nonusers with similar incoming GPAs. This improvement in performance was comparable across both genders. E2Coach represents one way to use technology to personalize education at scale, contributing to the move towards individualized learning that is becoming more attainable in the 21st century. PMID:26352403

The Development of an E-Learning-Based Learning Service for MKDP Curriculum and Learning at the Indonesia University of Education

ERIC Educational Resources Information Center

Rusman

2016-01-01

E-learning is a general term used to refer to computer-enhanced learning based that facilitates whoever, wherever, and whenever the person is to be able to learn more fun, easier and cheaper by using Internet. In other words, E-learning is the use of network technologies to create, foster, deliver, and facilitate learning, anytime and anywhere. It…

Web-Based Learning Support System

NASA Astrophysics Data System (ADS)

Fan, Lisa

Web-based learning support system offers many benefits over traditional learning environments and has become very popular. The Web is a powerful environment for distributing information and delivering knowledge to an increasingly wide and diverse audience. Typical Web-based learning environments, such as Web-CT, Blackboard, include course content delivery tools, quiz modules, grade reporting systems, assignment submission components, etc. They are powerful integrated learning management systems (LMS) that support a number of activities performed by teachers and students during the learning process [1]. However, students who study a course on the Internet tend to be more heterogeneously distributed than those found in a traditional classroom situation. In order to achieve optimal efficiency in a learning process, an individual learner needs his or her own personalized assistance. For a web-based open and dynamic learning environment, personalized support for learners becomes more important. This chapter demonstrates how to realize personalized learning support in dynamic and heterogeneous learning environments by utilizing Adaptive Web technologies. It focuses on course personalization in terms of contents and teaching materials that is according to each student's needs and capabilities. An example of using Rough Set to analyze student personal information to assist students with effective learning and predict student performance is presented.

Analysis of Student Service-Learning Reflections for the Assessment of Transferable-Skills Development

NASA Astrophysics Data System (ADS)

Rizzo, D. M.; Dewoolkar, M.; Hayden, N.; Oka, L.; Pearce, A. R.

2010-12-01

The civil and environmental engineering (CEE) programs at the University of Vermont (UVM) incorporate systems thinking and a systems approach to sustainable engineering problem solving. A systems approach considers long-term social, environmental and economic factors within the context of the engineering problem solution and encompasses sustainable engineering solutions. Our goal is to prepare students to become leaders in their chosen field who can anticipate co-products associated with forecasted solutions. As a way of practicing the systems approach, we include service-learning projects in many of our undergraduate engineering courses, culminating with the senior capstone design course. We use a variety of formative and summative assessment methods to gage student understanding and attitudes including student surveys, focus groups, assessment of student projects, and student reflections. Student reflections from two courses -Modeling Environmental and Transportation Systems (31 juniors) and Senior Design Project (30 seniors) are compared. Of these, 25 students were common to both courses. The focus of the systems modeling service-learning project involved mentoring home-schooled children (11-14 yrs old) to solve problems of mobility, using the fun and inspiration of biomimicry. Students were required to invent innovative methods to move people or goods that improve associated constraints (i.e., minimize congestion, reduce pollution, increase safety), or reduce the need for transportation altogether. The capstone design project required a comprehensive engineering design involving two or more CEE sub-disciplines. Both service-learning projects were intended to enhance students’ academic learning experience, attain civic engagement and reinforce transferable skills (written and oral communication, teamwork, leadership and mentoring skills). The student course reflections were not guided; yet they provided valuable data to assess commonalities and differences in student attitudes toward their service-learning projects, specifically, the development of transferable skills. In the spirit of service-learning pedagogy, we divide the contents of students’ written reflections into three categories - academic enhancement, civic engagement and personal growth skills. The commonalities focused mostly on civic engagement. Differences are observed primarily in academic enhancement and personal growth categories. Students working on the biomimicry design project reflected on personal growth (e.g. leadership skills, mentoring, creativity, organizational skills, communication to nontechnical audience), but did not credit it with academic enhancement. In contrast, the senior design reflections concentrated on academics, specifically, students appreciated the enhancement of technical skills as a part of their engineering experience.

Development of an Adaptive Learning System with Multiple Perspectives based on Students' Learning Styles and Cognitive Styles

ERIC Educational Resources Information Center

Yang, Tzu-Chi; Hwang, Gwo-Jen; Yang, Stephen Jen-Hwa

2013-01-01

In this study, an adaptive learning system is developed by taking multiple dimensions of personalized features into account. A personalized presentation module is proposed for developing adaptive learning systems based on the field dependent/independent cognitive style model and the eight dimensions of Felder-Silverman's learning style. An…

The Impact of Role Modeling on Proteges' Personal Learning and Work-to-Family Enrichment

ERIC Educational Resources Information Center

Kwan, Ho Kwong; Mao, Yina; Zhang, Haina

2010-01-01

The present study investigates the impact of role modeling as perceived by proteges on their personal learning (i.e., relational job learning and personal skill development) and work-to-family enrichment (WFE). Results from a two-wave field survey of 173 proteges in the People's Republic of China indicate that role modeling positively affects…

A New Concept Map Model for E-Learning Environments

NASA Astrophysics Data System (ADS)

Dattolo, Antonina; Luccio, Flaminia L.

Web-based education enables learners and teachers to access a wide quantity of continuously updated educational sources. In order to support the learning process, a system has to provide some fundamental features, such as simple mechanisms for the identification of the collection of “interesting” documents, adequate structures for storing, organizing and visualizing these documents, and appropriate mechanisms for creating personalized adaptive paths and views for learners.

A Machine Learning Recommender System to Tailor Preference Assessments to Enhance Person-Centered Care Among Nursing Home Residents.

PubMed

Gannod, Gerald C; Abbott, Katherine M; Van Haitsma, Kimberly; Martindale, Nathan; Heppner, Alexandra

2018-05-21

Nursing homes (NHs) using the Preferences for Everyday Living Inventory (PELI-NH) to assess important preferences and provide person-centered care find the number of items (72) to be a barrier to using the assessment. Using a sample of n = 255 NH resident responses to the PELI-NH, we used the 16 preference items from the MDS 3.0 Section F to develop a machine learning recommender system to identify additional PELI-NH items that may be important to specific residents. Much like the Netflix recommender system, our system is based on the concept of collaborative filtering whereby insights and predictions (e.g., filters) are created using the interests and preferences of many users. The algorithm identifies multiple sets of "you might also like" patterns called association rules, based upon responses to the 16 MDS preferences that recommends an additional set of preferences with a high likelihood of being important to a specific resident. In the evaluation of the combined apriori and logistic regression approach, we obtained a high recall performance (i.e., the ratio of correctly predicted preferences compared with all predicted preferences and nonpreferences) and high precision (i.e., the ratio of correctly predicted rules with respect to the rules predicted to be true) of 80.2% and 79.2%, respectively. The recommender system successfully provides guidance on how to best tailor the preference items asked of residents and can support preference capture in busy clinical environments, contributing to the feasibility of delivering person-centered care.

The Use of Interactive Technologies to Improve Student Learning of Physics from Middle School to College

NASA Astrophysics Data System (ADS)

Sheldon, Peter; Wellington, Tracey

2003-03-01

The Physics Department at Randolph-Macon Woman's College, a liberal arts women's college of 720, has traditionally turned out approximately 0.6 majors/year. We have invigorated the program by adding community (e.g. SPS, physical space, organized activities), adding a significant technical component (e.g. web-assisted and computer interfaced labs and more technology in the classes [1]), and incorporating new learning techniques (JITT, Physlets, Peer Instruction [2], Interactive DVD's, and using the Personal Response System [3]). Students have responded well as evidenced by significant increases in enrollments as well as strong scores on the FCI. As an offshoot of this original project supported by the NSF, we have applied some of these teaching methods to teach younger children and teachers of younger children. In this presentation, we will discuss the implementation of the new curricular developments and the specific changes we have seen and hope to see in student learning. [1] This work is supported in part by the NSF CCLI Program under grant DUE-9980890. [2] See, for example, the project Galileo website http://galileo.harvard.edu for a description of all of these techniques. [3] The Personal Response System is a wireless response system made by Educue, www.educue.com.

A Personalized e-Learning Framework

ERIC Educational Resources Information Center

Alhawiti, Mohammed M.; Abdelhamid, Yasser

2017-01-01

With the advent of web based learning and content management tools, e-learning has become a matured learning paradigm, and changed the trend of instructional design from instructor centric learning paradigm to learner centric approach, and evolved from "one instructional design for many learners" to "one design for one learner"…

Personalized Age Progression with Bi-Level Aging Dictionary Learning.

PubMed

Shu, Xiangbo; Tang, Jinhui; Li, Zechao; Lai, Hanjiang; Zhang, Liyan; Yan, Shuicheng

2018-04-01

Age progression is defined as aesthetically re-rendering the aging face at any future age for an individual face. In this work, we aim to automatically render aging faces in a personalized way. Basically, for each age group, we learn an aging dictionary to reveal its aging characteristics (e.g., wrinkles), where the dictionary bases corresponding to the same index yet from two neighboring aging dictionaries form a particular aging pattern cross these two age groups, and a linear combination of all these patterns expresses a particular personalized aging process. Moreover, two factors are taken into consideration in the dictionary learning process. First, beyond the aging dictionaries, each person may have extra personalized facial characteristics, e.g., mole, which are invariant in the aging process. Second, it is challenging or even impossible to collect faces of all age groups for a particular person, yet much easier and more practical to get face pairs from neighboring age groups. To this end, we propose a novel Bi-level Dictionary Learning based Personalized Age Progression (BDL-PAP) method. Here, bi-level dictionary learning is formulated to learn the aging dictionaries based on face pairs from neighboring age groups. Extensive experiments well demonstrate the advantages of the proposed BDL-PAP over other state-of-the-arts in term of personalized age progression, as well as the performance gain for cross-age face verification by synthesizing aging faces.

Development of the Novel e-Learning System, "SPES NOVA" (Scalable Personality-Adapted Education System with Networking of Views and Activities)

ERIC Educational Resources Information Center

Takeuchi, Ken; Murakami, Manabu; Kato, Atsushi; Akiyama, Ryuichi; Honda, Hirotaka; Nozawa, Hajime; Sato, Ki-ichiro

2009-01-01

The Faculty of Industrial Science and Technology at Tokyo University of Science developed a two-campus system to produce well-trained engineers possessing both technical and humanistic traits. In their first year of study, students reside in dormitories in the natural setting of the Oshamambe campus located in Hokkaido, Japan. The education…

Collaborative e-Learning: e-Portfolios for Assessment, Teaching and Learning

ERIC Educational Resources Information Center

Luchoomun, Dharmadeo; McLuckie, Joe; van Wesel, Maarten

2010-01-01

This paper presents an innovative approach to e-learning by exploring a number of initiatives where there is a move towards collaborative use of Personal Development Plans (PDPs) integrated with e-portfolios as mechanisms for delivering such plans. It considers whether such a move towards more product orientated assessment might enhance student…

Can Personalized Nudges Improve Learning in Hybrid Classes? Experimental Evidence from an Introductory Undergraduate Course

ERIC Educational Resources Information Center

O'Connell, Stephen D.; Lang, Guido

2018-01-01

A field experiment was conducted to investigate whether personalized e-mail reminders can improve study consistency and learning outcomes in an introductory-level undergraduate course. By randomly assigning whether nearly 300 students would receive occasional e-mail messages encouraging out-of-class study, we find that these reminders increased…

Effects of Person-Centered Attitudes on Professional and Social Competence in a Blended Learning Paradigm

ERIC Educational Resources Information Center

Motschnig-Pitrik, Renate; Mallich, Katharina

2004-01-01

Web-based technology increases the hours we spend sitting in front of the screens of our computers. But can it also be used in a way to improve our social skills? The blended learning paradigm of Person-Centered e-Learning (PCeL) precisely aims to achieve intellectual as well as social and personal development by combining the benefits of online…

Learning to Teach and Professional Identity: Images of Personal and Professional Recognition (Aprender a enseñar e identidad profesional: imágenes de reconocimiento personal y profesional)

ERIC Educational Resources Information Center

Fajardo Castañeda, J. Alberto

2014-01-01

This study aims to investigate how pre-service teachers construct their professional identities from the interplay between participation in a teacher community and their systems of knowledge and beliefs. A group of six Colombian pre-service teachers in the final stage of their five-year teacher education programme were the research participants.…

Learner Self-Regulation and Web 2.0 Tools Management in Personal Learning Environment

ERIC Educational Resources Information Center

Yen, Cherng-Jyh; Tu, Chih-Hsiung; Sujo-Montes, Laura E.; Armfield, Shadow W. J.; Chan, Junn-Yih

2013-01-01

Web 2.0 technology integration requires a higher level of self-regulated learning skills to create a Personal Learning Environment (PLE). This study examined each of the four aspects of learner self-regulation in online learning (i.e., environment structuring, goal setting, time management, & task strategies) as the predictor for level of…

Using Non-Personal Computers for eLearning: Sri Lankan Experience

ERIC Educational Resources Information Center

Liyanagunawardena, Tharindu R.; Adams, Andrew A.; Rassool, Naz; Williams, Shirley A.

2013-01-01

Communal Internet access facilities or telecentres are considered a good way to provide connectivity to people who do not possess home connectivity. Attempts are underway to utilize telecentres as eLearning centres providing access to learning materials to students who would otherwise not be able to take up eLearning. This paper reports on the…

New perspectives on health professions students' e-learning: Looking through the lens of the "visitor and resident" model.

PubMed

Druce, Maralyn; Howden, Stella

2017-07-01

The growth of e-learning in health professional education reflects expansion of personal use of online resources. Understanding the user perspective in a fast-changing digital world is essential to maintain the currency of our approach. Mixed methods were used to investigate a cohort of postgraduate, e-learning healthcare students' perspectives on their use of online resources for personal and/or professional roles, via questionnaire and student-constructed diagrams, capturing use of online resources (underpinned by White's model of "resident" and "visitor" online engagement). Semistructured interviews explored the use and value of resources afforded via the online environment. The 45 study participants described a range of prior experiences with online resources in personal and professional capacities, but overall students tended to use online "tools" ("visitor" mode) rather than highly collaborative networks ("resident" mode). In relation to e-learning, the dominant interview theme was valuing knowledge transfer from the tutor and using "visitor" behaviors to maximize knowledge acquisition. Peer-learning opportunities were less valued and barriers to collaborative "resident" modes were identified. These findings help to inform e-learning course design to promote engagement. The results enable recommendations for use of the "Visitor and Residents" model and for planning activities that learners might utilize effectively.

Applicability of IHE/Continua components for PHR systems: learning from experiences.

PubMed

Urbauer, Philipp; Sauermann, Stefan; Frohner, Matthias; Forjan, Mathias; Pohn, Birgit; Mense, Alexander

2015-04-01

Capturing personal health data using smartphones, PCs or other devices, and the reuse of the data in personal health records (PHR) is becoming more and more attractive for modern health-conscious populations. This paper analyses interoperability specifications targeting standards-based communication of computer systems and personal health devices (e.g. blood pressure monitor) in healthcare from initiatives like Integrating the Healthcare Enterprise (IHE) and Continua Health Alliance driven by industry and healthcare professionals. Furthermore it identifies certain contradictions and gaps in the specifications and suggests possible solutions. Despite these shortcomings, the specifications allow fully functional implementations of PHR systems. Henceforth, both big business and small and medium-sized enterprises (SMEs) can actively contribute to the widespread use of large-scale interoperable PHR systems. Copyright © 2013 Elsevier Ltd. All rights reserved.

Multi-Agent Design and Implementation for an Online Peer Help System

ERIC Educational Resources Information Center

Meng, Anbo

2014-01-01

With the rapid advance of e-learning, the online peer help is playing increasingly important role. This paper explores the application of MAS to an online peer help system (MAPS). In the design phase, the architecture of MAPS is proposed, which consists of a set of agents including the personal agent, the course agent, the diagnosis agent, the DF…

Effectiveness of Personalised Learning Paths on Students Learning Experiences in an e-Learning Environment

ERIC Educational Resources Information Center

Santally, Mohammad Issack; Senteni, Alain

2013-01-01

Personalisation of e-learning environments is an interesting research area in which the learning experience of learners is generally believed to be improved when his or her personal learning preferences are taken into account. One such learning preference is the V-A-K instrument that classifies learners as visual, auditory or kinaesthetic. In this…

The Moderating Role of Non-Controlling Supervision and Organizational Learning Culture on Employee Creativity: The Influences of Domain Expertise and Creative Personality

ERIC Educational Resources Information Center

Jeong, Shinhee; McLean, Gary N.; McLean, Laird D.; Yoo, Sangok; Bartlett, Kenneth

2017-01-01

Purpose: By adopting a multilevel approach, this paper aims to examine the relationships among employee creativity and creative personality, domain expertise (i.e. individual-level factors), non-controlling supervision style and organizational learning culture (i.e. team-level factors). It also investigates the cross-level interactions between…

A knowledge representation approach using fuzzy cognitive maps for better navigation support in an adaptive learning system.

PubMed

Chrysafiadi, Konstantina; Virvou, Maria

2013-12-01

In this paper a knowledge representation approach of an adaptive and/or personalized tutoring system is presented. The domain knowledge should be represented in a more realistic way in order to allow the adaptive and/or personalized tutoring system to deliver the learning material to each individual learner dynamically taking into account her/his learning needs and her/his different learning pace. To succeed this, the domain knowledge representation has to depict the possible increase or decrease of the learner's knowledge. Considering that the domain concepts that constitute the learning material are not independent from each other, the knowledge representation approach has to allow the system to recognize either the domain concepts that are already partly or completely known for a learner, or the domain concepts that s/he has forgotten, taking into account the learner's knowledge level of the related concepts. In other words, the system should be informed about the knowledge dependencies that exist among the domain concepts of the learning material, as well as the strength on impact of each domain concept on others. Fuzzy Cognitive Maps (FCMs) seem to be an ideal way for representing graphically this kind of information. The suggested knowledge representation approach has been implemented in an e-learning adaptive system for teaching computer programming. The particular system was used by the students of a postgraduate program in the field of Informatics in the University of Piraeus and was compared with a corresponding system, in which the domain knowledge was represented using the most common used technique of network of concepts. The results of the evaluation were very encouraging.

Pieces of the Learning Puzzle: Aligned Goals Shape Learning for One and All

ERIC Educational Resources Information Center

Crow, Tracy

2015-01-01

Educators are demanding learning specific to their needs, and there are more options than ever for school systems to personalize learning. Sometimes these personalized learning options go hand-in-hand with teacher effectiveness systems that districts use to identify areas for educator growth. At the same time, schools and teams set collective…

Divulging Personal Information within Learning Analytics Systems

ERIC Educational Resources Information Center

Ifenthaler, Dirk; Schumacher, Clara

2015-01-01

The purpose of this study was to investigate if students are prepared to release any personal data in order to inform learning analytics systems. Besides the well-documented benefits of learning analytics, serious concerns and challenges are associated with the application of these data driven systems. Most notably, empirical evidence regarding…

Demographic Factors, Personality, and Ability as Predictors of Learning Approaches

ERIC Educational Resources Information Center

Xie, Qiuzhi; Zhang, Li-fang

2015-01-01

This study investigated the extent to which learning approaches can be accounted for by personal factors (i.e., demographics, ability, and personality). The participants were 443 students in a university in mainland China. The Revised Two-factor Study Process Questionnaire, the NEO Five-Factor Inventory-3, and the short form of Raven's Advanced…

Individual Factors and Successful Learning in a Hybrid Course

ERIC Educational Resources Information Center

Arispe, Kelly; Blake, Robert J.

2012-01-01

What personality factors make for a successful hybrid L2 learning experience? While previous studies have examined online learning in comparative terms (i.e. Which format is better: in class or hybrid?), this study examines certain personality and cognitive factors that might define the ideal hybrid language learner. All informants studied…

Investigating the Value of Personalization in a Mobile Learning System

ERIC Educational Resources Information Center

Kalloo, Vani; Mohan, Permanand

2015-01-01

This paper investigates the potential benefits of personalization in a mobile learning environment for high school students learning mathematics. Personalization was expected to benefit the students in two main ways. These are improving their performance in mathematics and making navigation of the application easier. Personalization was…

New horizons for e-learning in medical education: ecological and Web 2.0 perspectives.

PubMed

Sandars, John; Haythornthwaite, Caroline

2007-05-01

An ecological and a Web 2.0 perspective of e-learning provides new ways of thinking about how people learn with technology and also how new learning opportunities are offered by new technology. These perspectives highlight the importance of developing connections between a wide variety of learning resources, containing both codified and tacit knowledge. New adaptive technology has the potential to create personalized, yet collective, learning. The future implications for e-learning in medical education is considered.

Personalized Learning in Medical Education: Designing a User Interface for a Dynamic Haptic Robotic Trainer for Central Venous Catheterization

PubMed Central

Yovanoff, Mary; Pepley, David; Mirkin, Katelin; Moore, Jason; Han, David; Miller, Scarlett

2017-01-01

While Virtual Reality (VR) has emerged as a viable method for training new medical residents, it has not yet reached all areas of training. One area lacking such development is surgical residency programs where there are large learning curves associated with skill development. In order to address this gap, a Dynamic Haptic Robotic Trainer (DHRT) was developed to help train surgical residents in the placement of ultrasound guided Internal Jugular Central Venous Catheters and to incorporate personalized learning. In order to accomplish this, a 2-part study was conducted to: (1) systematically analyze the feedback given to 18 third year medical students by trained professionals to identify the items necessary for a personalized learning system and (2) develop and experimentally test the usability of the personalized learning interface within the DHRT system. The results can be used to inform the design of VR and personalized learning systems within the medical community. PMID:29123361

Promoting Student-Centered Active Learning in Lectures with a Personal Response System

ERIC Educational Resources Information Center

Gauci, Sally A.; Dantas, Arianne M.; Williams, David A.; Kemm, Robert E.

2009-01-01

We investigated whether an active learning approach, facilitated by a personal response system, would lead to improved student engagement and learning outcomes in large-group physiology lectures for undergraduate science students. We focused on encouraging students' active learning in lectures, whereas previous studies have made more use of…

Training the Body: The Potential of AIED to Support Personalized Motor Skills Learning

ERIC Educational Resources Information Center

Santos, Olga C.

2016-01-01

This paper argues that the research field of Artificial Intelligence in Education (AIED) can benefit from integrating recent technological advances (e.g., wearable devices, big data processing, 3D modelling, 3D printing, ambient intelligence) and design methodologies, such as TORMES, when developing systems that address the psychomotor learning…

Do Personality and Learning Climate Predict Competence for Learning? An Investigation in a Greek Academic Setting

ERIC Educational Resources Information Center

Ntalianis, Filotheos

2010-01-01

The effects of personal characteristics (e.g. personality, aptitude, gender) on student performance, such as Grade Point Average (GPA) and course grades, have been systematically researched, with the emphasis being mainly on outcomes rather than the processes leading to them. The purpose of this paper is to shift the focus to students' perceived…

Development of an Adaptive Learning System with Two Sources of Personalization Information

ERIC Educational Resources Information Center

Tseng, J. C. R.; Chu, H. C.; Hwang, G. J.; Tsai, C. C.

2008-01-01

Previous research of adaptive learning mainly focused on improving student learning achievements based only on single-source of personalization information, such as learning style, cognitive style or learning achievement. In this paper, an innovative adaptive learning approach is proposed by basing upon two main sources of personalization…

How Do Medium Naturalness and Personality Traits Shape Academic Achievement and Perceived Learning? An Experimental Study of Face-to-Face and Synchronous E-Learning

ERIC Educational Resources Information Center

Blau, Ina; Weiser, Orli; Eshet-Alkalai, Yoram

2017-01-01

This controlled experiment examined how academic achievement and cognitive, emotional and social aspects of perceived learning are affected by the level of medium naturalness (face-to-face, one-way and two-way videoconferencing) and by learners' personality traits (extroversion-introversion and emotional stability-neuroticism). The Media…

Initial Usability and Feasibility Evaluation of a Personal Health Record-Based Self-Management System for Older Adults.

PubMed

Sheehan, Barbara; Lucero, Robert J

2015-01-01

Electronic personal health record-based (ePHR-based) self-management systems can improve patient engagement and have an impact on health outcomes. In order to realize the benefits of these systems, there is a need to develop and evaluate heath information technology from the same theoretical underpinnings. Using an innovative usability approach based in human-centered distributed information design (HCDID), we tested an ePHR-based falls-prevention self-management system-Self-Assessment via a Personal Health Record (i.e., SAPHeR)-designed using HCDID principles in a laboratory. And we later evaluated SAPHeR's use by community-dwelling older adults at home. The innovative approach used in this study supported the analysis of four components: tasks, users, representations, and functions. Tasks were easily learned and features such as text-associated images facilitated task completion. Task performance times were slow, however user satisfaction was high. Nearly seven out of every ten features desired by design participants were evaluated in our usability testing of the SAPHeR system. The in vivo evaluation suggests that older adults could improve their confidence in performing indoor and outdoor activities after using the SAPHeR system. We have applied an innovative consumer-usability evaluation. Our approach addresses the limitations of other usability testing methods that do not utilize consistent theoretically based methods for designing and testing technology. We have successfully demonstrated the utility of testing consumer technology use across multiple components (i.e., task, user, representational, functional) to evaluate the usefulness, usability, and satisfaction of an ePHR-based self-management system.

Student Support in E-Learning Courses in Higher Education--Insights from a Metasynthesis "A Pedagogy of Panic Attacks"

ERIC Educational Resources Information Center

Minnaar, A.

2011-01-01

E-learning includes the use of the internet for accessing learning materials, interacting with learning content and with instructors and students to obtain support during the learning process in order to gain knowledge and personal meaning and to grow. It occurs when students have electronic access to resources and where they are in regular online…

Domain Specificity of Personal Epistemology: Resolved Questions, Persistent Issues, New Models

ERIC Educational Resources Information Center

Hofer, Barbara K.

2006-01-01

Beliefs that individuals hold about knowledge and knowing, or what has been termed ''personal epistemology'', are related to learning and achievement in complex ways. These beliefs are also differentiated by discipline (e.g., math, science, history) as well as by judgment domains (e.g., personal taste, morality, meaning). This commentary on five…

A nursing theory of personal system empathy: interpreting a conceptualization of empathy in King's interacting systems.

PubMed

Alligood, M R; May, B A

2000-07-01

This article presents a theory of empathy discovered through rational hermeneutic interpretation within King's personal system. Personal system concepts from King's general systems framework include perception, self, growth and development, body image, space, time, and learning. Propositions for each concept in the personal system were explicated and a theory of nursing empathy was developed. This nursing theory proposes that empathy organizes perceptions; facilitates awareness of self and others; increases sensitivity; promotes shared respect, mutual goals, and social awareness; cultivates understanding of individuals within a historical and social context; and affects learning.

Microelectronics in F. E.: Some Personal Perceptions. An Occasional Paper.

ERIC Educational Resources Information Center

Dean, K. J.

The recent microelectronics developments are having, and will continue to have, a sharp impact on various industries in Great Britain, and thus on the capacity of the Further Education System to produce qualified graduates. To maintain a high quality of education, instructors must learn of these new developments and teach them to their vocational…

Touch and Gesture-Based Language Learning: Some Possible Avenues for Research and Classroom Practice

ERIC Educational Resources Information Center

Reinders, Hayo

2014-01-01

Our interaction with digital resources is becoming increasingly based on touch, gestures, and now also eye movement. Many everyday consumer electronics products already include touch-based interfaces, from e-book readers to tablets, and from the last personal computers to the GPS system in your car. What implications do these new forms of…

A learning assessment procedure to re-evaluate three persons with a diagnosis of post-coma vegetative state and pervasive motor impairment.

PubMed

Lancioni, Giulio E; Singh, Nirbhay N; O'Reilly, Mark F; Sigafoos, Jeff; de Tommaso, Marina; Megna, Gianfranco; Bosco, Andrea; Buonocunto, Francesca; Sacco, Valentina; Chiapparino, Claudia

2009-02-01

Detecting signs of learning in persons with a diagnosis of post-coma vegetative state and profound motor disabilities could modify their diagnostic label and provide new hopes. In this study, three adults with such a diagnosis were exposed to learning assessment to search for those signs. PROCEDURE AND DESIGN: The assessment procedure relied on participants' eye-blinking responses and microswitch-based technology. The technology consisted of an electronically regulated optic microswitch mounted on an eyeglasses' frame that the participants wore during the study and an electronic control system connected to stimulus sources. Each participant followed an ABABCB design, in which A represented baseline periods, B intervention periods with stimuli contingent on the responses and C a control condition with stimuli presented non-contingently. The level of responding during the B phases was significantly higher than the levels observed during the A phases as well as the C phase for all participants (i.e. indicating clear signs of learning by them). These findings may have important implications for (a) changing the participants' diagnostic label and offering them new programme opportunities and (b) including learning assessment within the evaluation package used for persons with post-coma profound multiple disabilities.

Automatic Recommendations for E-Learning Personalization Based on Web Usage Mining Techniques and Information Retrieval

ERIC Educational Resources Information Center

Khribi, Mohamed Koutheair; Jemni, Mohamed; Nasraoui, Olfa

2009-01-01

In this paper, we describe an automatic personalization approach aiming to provide online automatic recommendations for active learners without requiring their explicit feedback. Recommended learning resources are computed based on the current learner's recent navigation history, as well as exploiting similarities and dissimilarities among…

The Integration of Personal Learning Environments & Open Network Learning Environments

ERIC Educational Resources Information Center

Tu, Chih-Hsiung; Sujo-Montes, Laura; Yen, Cherng-Jyh; Chan, Junn-Yih; Blocher, Michael

2012-01-01

Learning management systems traditionally provide structures to guide online learners to achieve their learning goals. Web 2.0 technology empowers learners to create, share, and organize their personal learning environments in open network environments; and allows learners to engage in social networking and collaborating activities. Advanced…

Scenario Based E-Learning in Electrical Engineering Education

ERIC Educational Resources Information Center

Tambunan, Hamonangan; Dalimunte, Amirhud; Silitonga, Marsangkap

2017-01-01

The scenario based e-learning in Electrical Engineering Education Learning (EEEL) was developed by covering the scope and characteristics of all subjects and the competence unit of graduates in the field of pedagogy, professional, social and personality, with url addresed http://jpte-ft-unimed.edu20.org. The scenario incorporates the concept of…

Think "E" for Engagement: Use Technology Tools to Design Personalized Professional E-Learning

ERIC Educational Resources Information Center

Farris, Shari

2015-01-01

As faculty chair of early childhood education at Vanguard University of Southern California, the author was challenged each day by questions: How to provide high-impact online professional learning to adult continuing education students? What barriers exist for adult learners seeking meaningful professional learning? How does practice as a…

Exploring the opinions of registered nurses working in a clinical transfusion environment on the contribution of e-learning to personal learning and clinical practice: results of a small scale educational research study.

PubMed

Cottrell, Susan; Donaldson, Jayne H

2013-05-01

To explore the opinions of registered nurses on the Learnbloodtransfusion Module 1: Safe Transfusion Practice e-learning programme to meeting personal learning styles and learning needs. A qualitative research methodology was applied based on the principles of phenomenology. Adopting a convenience sampling plan supported the recruitment of participants who had successfully completed the e-learning course. Thematic analysis from the semi-structured interviews identified common emerging themes through application of Colaizzis framework. Seven participants of total sample population (89) volunteered to participate in the study. Five themes emerged which included learning preferences, interactive learning, course design, patient safety and future learning needs. Findings positively show the e-learning programme captures the learning styles and needs of learners. In particular, learning styles of a reflector, theorist and activist as well as a visual learner can actively engage in the online learning experience. In an attempt to bridge the knowledge practice gap, further opinions are offered on the course design and the application of knowledge to practice following completion of the course. The findings of the small scale research study have shown that the e-learning course does meet the diverse learning styles and needs of nurses working in a clinical transfusion environment. However, technology alone is not sufficient and a blended approach to learning must be adopted to meet bridging the theory practice gap supporting the integration of knowledge to clinical practice. Copyright © 2013 Elsevier Ltd. All rights reserved.

Sharing e-Learning Experiences: A Personalised Approach

NASA Astrophysics Data System (ADS)

Clematis, Andrea; Forcheri, Paola; Ierardi, Maria Grazia; Quarati, Alfonso

A two-tier architecture is presented, based on hybrid peer-to-peer technology, aimed at providing personalized access to heterogeneous learning sources. The architecture deploys a conceptual model that is superimposed over logically and physically separated repositories. The model is based on the interactions between users and learning resources, described by means of coments. To support users to find out material satisfying their needs, mechanisms for ranking resources and for extracting personalized views of the learning space are provided.

Authoring of Learning Objects in Context

ERIC Educational Resources Information Center

Specht, Marcus; Kravcik, Milos

2006-01-01

Learning objects and content interchange standards provide new possibilities for e-learning. Nevertheless the content often lacks context data to find appropriate use for adaptive learning on demand and personalized learning experiences. In the Remotely Accessible Field Trips (RAFT) project mobile authoring of learning content in context has shown…

Individual and Collective Reflection: How to Meet the Needs of Development in Teaching

ERIC Educational Resources Information Center

Nissila, Sade-Pirkko

2005-01-01

The following five core ideas explain how learning organizations function as wholes. The core ideas are central when school is examined as a learning organization. Personal mastery, mental models, team learning, shared visions and system thinking offer different angles to examine the organization. (1) Personal mastery. Without personal commitment,…

Psychological Climates in Action Learning Sets: A Manager's Perspective

ERIC Educational Resources Information Center

Yeadon-Lee, Annie

2015-01-01

Action learning (AL) is often viewed as a process that facilitates professional learning through the creation of a positive psychological climate [Marquardt, M. J. 2000. "Action Learning and Leadership." "The Learning Organisation" 7 (5): 233-240; Schein, E. H. 1979. "Personal Change Through Interpersonal…

Effects of nurses' personality traits and their environmental characteristics on their workplace learning and nursing competence.

PubMed

Takase, Miyuki; Yamamoto, Masako; Sato, Yoko

2018-04-01

A good fit between an individual's personality traits and job characteristics motivates employees, and thus enhances their work behavior. However, how nurses' personality traits and their environmental characteristics relate to nurses' engagement in workplace learning, which improves their competence, has not been investigated. The aim of this study was to investigate how nurses' personality traits, environmental characteristics, and workplace learning were related to nursing competence. A cross-sectional survey design was used. Questionnaires were distributed to 1167 Japanese registered nurses. Multiple regression analysis was used to examine the relationships between nurses' personality traits, the environmental characteristics, the nurses' engagement in workplace learning, and their competence. A total of 315 nurses returned questionnaires (i.e., a return rate of 27.0%). The results showed that both the personality traits (extraversion, conscientiousness, openness to experience) and environmental characteristics (autonomy at work and feedback given) were related to workplace learning and self-rated nursing competence. The results also showed that the relationship between extraversion (active, adventurous and ambitious dispositions of an individual) and self-rated nursing competence was moderated by environmental characteristics, and partially mediated by workplace learning. Positive personality traits, such as extraversion, conscientiousness, and openness to experience could enhance workplace learning and nursing competence. Moreover, environmental characteristics that allow nurses to express their personality traits have the potential to improve their learning and competence further. © 2017 Japan Academy of Nursing Science.

eLearning or technology enhanced learning in medical education-Hope, not hype.

PubMed

Goh, Poh Sun

2016-09-01

This Personal View elaborates on my strong conviction that the excitement and positive feelings that many of us have for eLearning or Technology enhanced learning (TeL) is well founded, and will argue why our hopes are justified, and not misplaced. In a nutshell, I believe that eLearning or TeL is a significant advance from previous generations of educational innovation, and offers benefits for students, educators and administrators; by synergistically combining the capabilities of digital content, the Internet, and mobile technology, supported by software and applications or "Apps".

Virtual Reality: The Future of Animated Virtual Instructor, the Technology and Its Emergence to a Productive E-Learning Environment.

ERIC Educational Resources Information Center

Jiman, Juhanita

This paper discusses the use of Virtual Reality (VR) in e-learning environments where an intelligent three-dimensional (3D) virtual person plays the role of an instructor. With the existence of this virtual instructor, it is hoped that the teaching and learning in the e-environment will be more effective and productive. This virtual 3D animated…

Using Adaptive Learning Technologies to Personalize Instruction to Student Interests: The Impact of Relevant Contexts on Performance and Learning Outcomes

ERIC Educational Resources Information Center

Walkington, Candace A.

2013-01-01

Adaptive learning technologies are emerging in educational settings as a means to customize instruction to learners' background, experiences, and prior knowledge. Here, a technology-based personalization intervention within an intelligent tutoring system (ITS) for secondary mathematics was used to adapt instruction to students' personal interests.…

Exploring Teacher Candidates' Experiences, Beliefs and Attitudes to Technology as an Instructional Learning Tool Following Instruction in a Technology-Rich Classroom

ERIC Educational Resources Information Center

DiPetta, Tony; Woloshyn, Vera

2009-01-01

The use of so-called, "smart-classrooms" or "e-classrooms" where students have wireless access to the internet, electronic projection and display systems, laptops and hand-held computers are increasingly seen as a means for instructors and students in higher education to create new and personalized understandings of traditional…

Development of an Automatic Judging System for Determining the Difficulty Levels of English Audio Materials

ERIC Educational Resources Information Center

Okazaki, Hironobu; Watanabe, Kanji; Hashimoto, Shinichi; Suzuki, Mitsuko; Fukuda, Eri; Kido, Kazuhiko

2014-01-01

Okazaki and Nitta (2005) developed an e-learning program called PLIMA (your Personal LIstening Manager) which focuses on improving poor phonological analysis such as the inability to hear liaison or unstressed sounds. However, the fact remains that there are certain types of liaison sounds that learners do not catch, and some types they do. This…

Influence of an Integrated Learning Diagnosis and Formative Assessment-Based Personalized Web Learning Approach on Students' Learning Performances and Perceptions

ERIC Educational Resources Information Center

Wongwatkit, Charoenchai; Srisawasdi, Niwat; Hwang, Gwo-Jen; Panjaburee, Patcharin

2017-01-01

The advancement of computer and communication technologies has enabled students to learn across various real-world contexts with supports from the learning system. In the meantime, researchers have emphasized the necessity of providing personalized learning guidance or support by considering individual students' status and needs in order to…

Learning collaborative teamwork: an argument for incorporating the humanities.

PubMed

Hall, Pippa; Brajtman, Susan; Weaver, Lynda; Grassau, Pamela Anne; Varpio, Lara

2014-11-01

A holistic, collaborative interprofessional team approach, which includes patients and families as significant decision-making members, has been proposed to address the increasing burden being placed on the health-care system. This project hypothesized that learning activities related to the humanities during clinical placements could enhance interprofessional teamwork. Through an interprofessional team of faculty, clinical staff, students, and patient representatives, we developed and piloted the self-learning module, "interprofessional education for collaborative person-centred practice through the humanities". The module was designed to provide learners from different professions and educational levels with a clinical placement/residency experience that would enable them, through a lens of the humanities, to better understand interprofessional collaborative person-centred care without structured interprofessional placement activities. Learners reported the self-paced and self-directed module to be a satisfactory learning experience in all four areas of care at our institution, and certain attitudes and knowledge were significantly and positively affected. The module's evaluation resulted in a revised edition providing improved structure and instruction for students with no experience in self-directed learning. The module was recently adapted into an interactive bilingual (French and English) online e-learning module to facilitate its integration into the pre-licensure curriculum at colleges and universities.

A Heuristic Algorithm for Planning Personalized Learning Paths for Context-Aware Ubiquitous Learning

ERIC Educational Resources Information Center

Hwang, Gwo-Jen; Kuo, Fan-Ray; Yin, Peng-Yeng; Chuang, Kuo-Hsien

2010-01-01

In a context-aware ubiquitous learning environment, learning systems can detect students' learning behaviors in the real-world with the help of context-aware (sensor) technology; that is, students can be guided to observe or operate real-world objects with personalized support from the digital world. In this study, an optimization problem that…

Algorithm for personal identification in distance learning system based on registration of keyboard rhythm

NASA Astrophysics Data System (ADS)

Nikitin, P. V.; Savinov, A. N.; Bazhenov, R. I.; Sivandaev, S. V.

2018-05-01

The article describes the method of identifying a person in distance learning systems based on a keyboard rhythm. An algorithm for the organization of access control is proposed, which implements authentication, identification and verification of a person using the keyboard rhythm. Authentication methods based on biometric personal parameters, including those based on the keyboard rhythm, due to the inexistence of biometric characteristics without a particular person, are able to provide an advanced accuracy and inability to refuse authorship and convenience for operators of automated systems, in comparison with other methods of conformity checking. Methods of permanent hidden keyboard monitoring allow detecting the substitution of a student and blocking the key system.

Designing personal exercise monitoring employing multiple modes of delivery: implications from a qualitative study on heart rate monitoring.

PubMed

Segerståhl, Katarina; Oinas-Kukkonen, Harri

2011-12-01

Various personal monitoring technologies have been introduced for supporting regular physical activity, which is of critical importance in reducing the risks of several chronic diseases. Recent studies suggest that combining multiple modes of delivery, such as text messages and mobile monitoring devices with web applications, holds potential for effectively supporting physical exercise. Of particular interest is how the functionality and content of these systems should be distributed across the different modes for successful outcomes. The aim of this study was to: (a) investigate how users incorporate a system employing two modes of delivery - a wearable heart rate monitor and a web service - into their training and (b) to analyze benefits and limitations in personal exercise monitoring and how they relate to the different modes in use. A qualitative field study employing diaries and semi-structured interviews was carried out with 30 participants who used a heart rate monitoring system comprising a wearable heart rate monitor, Polar FT60 and a web service, Polar Personal Trainer for a period of 21 days. The data were systematically analyzed to identify specific benefits and limitations associated with the system characteristics and modes as perceived by the end-users. The benefits include supporting exploratory learning, controlling target behavior, rectifying behaviors, motivation and logging support. The limitations are associated with information for validating the system, virtual coaching, task-technology fit, data integrity and privacy concerns. Mobile interfaces enable exploratory learning and controlling of target behaviors in situ, while web services can effectively support users' need for cognition within the early stages of adoption and long-term training with intelligent coaching functionality. This study explains several benefits and limitations in personal exercise monitoring. These can be addressed with crossmedial design, i.e., strategic distribution of functionality and content across modes within the system. Our findings suggest that personal exercise monitoring systems may be improved by more systematically combining mobile and web-based functionality. 2011 Elsevier Ireland Ltd. All rights reserved.

Personalized Risk Scoring for Critical Care Prognosis Using Mixtures of Gaussian Processes.

PubMed

Alaa, Ahmed M; Yoon, Jinsung; Hu, Scott; van der Schaar, Mihaela

2018-01-01

In this paper, we develop a personalized real-time risk scoring algorithm that provides timely and granular assessments for the clinical acuity of ward patients based on their (temporal) lab tests and vital signs; the proposed risk scoring system ensures timely intensive care unit admissions for clinically deteriorating patients. The risk scoring system is based on the idea of sequential hypothesis testing under an uncertain time horizon. The system learns a set of latent patient subtypes from the offline electronic health record data, and trains a mixture of Gaussian Process experts, where each expert models the physiological data streams associated with a specific patient subtype. Transfer learning techniques are used to learn the relationship between a patient's latent subtype and her static admission information (e.g., age, gender, transfer status, ICD-9 codes, etc). Experiments conducted on data from a heterogeneous cohort of 6321 patients admitted to Ronald Reagan UCLA medical center show that our score significantly outperforms the currently deployed risk scores, such as the Rothman index, MEWS, APACHE, and SOFA scores, in terms of timeliness, true positive rate, and positive predictive value. Our results reflect the importance of adopting the concepts of personalized medicine in critical care settings; significant accuracy and timeliness gains can be achieved by accounting for the patients' heterogeneity. The proposed risk scoring methodology can confer huge clinical and social benefits on a massive number of critically ill inpatients who exhibit adverse outcomes including, but not limited to, cardiac arrests, respiratory arrests, and septic shocks.

Learning in the cloud: a new challenge for a global teaching system in optics and photonics

NASA Astrophysics Data System (ADS)

Sultana, Razia; Christ, Andreas; Feisst, Markus; Curticapean, Dan

2014-07-01

Nowadays, it is assumed of many applications, companies and parts of the society to be always available online. However, according to [Times, Oct, 31 2011], 73% of the world population do not use the internet and thus aren't "online" at all. The most common reasons for not being "online" are expensive personal computer equipment and high costs for data connections, especially in developing countries that comprise most of the world's population (e.g. parts of Africa, Asia, Central and South America). However it seems that these countries are leap-frogging the "PC and landline" age and moving directly to the "mobile" age. Decreasing prices for smart phones with internet connectivity and PC-like operating systems make it more affordable for these parts of the world population to join the "always-online" community. Storing learning content in a way accessible to everyone, including mobile and smart phones, seems therefore to be beneficial. This way, learning content can be accessed by personal computers as well as by mobile and smart phones and thus be accessible for a big range of devices and users. A new trend in the Internet technologies is to go to "the cloud". This paper discusses the changes, challenges and risks of storing learning content in the "cloud". The experiences were gathered during the evaluation of the necessary changes in order to make our solutions and systems "cloud-ready".

A Comparison of Learning Management Systems in a School District: Searching for the Ideal Personalized Integrated Educational System (PIES)

ERIC Educational Resources Information Center

Yildirim, Zahide; Reigeluth, Charles M.; Kwon, Seolim; Kageto, Yuichi; Shao, Zihang

2014-01-01

This study explored the use of several learning management systems (LMS), their benefits, and their limitations in relation to the desired characteristics of an ideal Personalized Integrated Educational System (PIES) for the information age. A qualitative research design was used. The participants of the study were teachers, administrators, and…

Can Dialectical Behavior Therapy Be Learned in Highly Structured Learning Environments? Results from a Randomized Controlled Dissemination Trial

ERIC Educational Resources Information Center

Dimeff, Linda A.; Woodcock, Eric A.; Harned, Melanie S.; Beadnell, Blair

2011-01-01

This study evaluated the efficacy of methods of training community mental health providers (N=132) in dialectical behavior therapy (DBT) distress tolerance skills, including (a) Linehan's (1993a) Skills Training Manual for Borderline Personality Disorder (Manual), (b) a multimedia e-Learning course covering the same content (e-DBT), and (c) a…

Rage against the Machine? Symbolic Violence in E-Learning Supported Tertiary Education

ERIC Educational Resources Information Center

Johnson, Nicola F.; Macdonald, David; Brabazon, Tara

2008-01-01

The move toward online course facilitation in tertiary education has the intent of providing education at any time in any place to any person. However, the advent of blended learning and e-learning innovations has ostracised, marginalised or ignored those who cannot afford or who are unable to access the latest hardware and software to take…

Facial attractiveness: evolutionary based research.

PubMed

Little, Anthony C; Jones, Benedict C; DeBruine, Lisa M

2011-06-12

Face preferences affect a diverse range of critical social outcomes, from mate choices and decisions about platonic relationships to hiring decisions and decisions about social exchange. Firstly, we review the facial characteristics that influence attractiveness judgements of faces (e.g. symmetry, sexually dimorphic shape cues, averageness, skin colour/texture and cues to personality) and then review several important sources of individual differences in face preferences (e.g. hormone levels and fertility, own attractiveness and personality, visual experience, familiarity and imprinting, social learning). The research relating to these issues highlights flexible, sophisticated systems that support and promote adaptive responses to faces that appear to function to maximize the benefits of both our mate choices and more general decisions about other types of social partners.

Facial attractiveness: evolutionary based research

PubMed Central

Little, Anthony C.; Jones, Benedict C.; DeBruine, Lisa M.

2011-01-01

Face preferences affect a diverse range of critical social outcomes, from mate choices and decisions about platonic relationships to hiring decisions and decisions about social exchange. Firstly, we review the facial characteristics that influence attractiveness judgements of faces (e.g. symmetry, sexually dimorphic shape cues, averageness, skin colour/texture and cues to personality) and then review several important sources of individual differences in face preferences (e.g. hormone levels and fertility, own attractiveness and personality, visual experience, familiarity and imprinting, social learning). The research relating to these issues highlights flexible, sophisticated systems that support and promote adaptive responses to faces that appear to function to maximize the benefits of both our mate choices and more general decisions about other types of social partners. PMID:21536551

Are Commercial "Personal Robots" Ready for Language Learning? Focus on Second Language Speech

ERIC Educational Resources Information Center

Moussalli, Souheila; Cardoso, Walcir

2016-01-01

Today's language classrooms are challenged with limited classroom time and lack of input, and output practice in a stress-free environment (Hsu, 2015). The use of commercial, readily available tools such as Personal Robots (PRs; e.g. Amazon's Echo, Jibo) might promote language learning by freeing up class time, allowing for a more focused…

Pedagogically-Driven Ontology Network for Conceptualizing the e-Learning Assessment Domain

ERIC Educational Resources Information Center

Romero, Lucila; North, Matthew; Gutiérrez, Milagros; Caliusco, Laura

2015-01-01

The use of ontologies as tools to guide the generation, organization and personalization of e-learning content, including e-assessment, has drawn attention of the researchers because ontologies can represent the knowledge of a given domain and researchers use the ontology to reason about it. Although the use of these semantic technologies tends to…

How to Personalize Learning in K-12 Schools: Five Essential Design Features

ERIC Educational Resources Information Center

Lee, Dabae

2014-01-01

Personalized learning (PL) is spotlighted as a way to transform K-12 educational systems. PL customizes learning pace, instructional methods, and learning content to individual students. As much as PL sounds promising and complex, little guidance is available to educators and policymakers about how to effectively design PL. Five essential features…

What else are psychotherapy trainees learning? A qualitative model of students' personal experiences based on two populations.

PubMed

Pascual-Leone, Antonio; Rodriguez-Rubio, Beatriz; Metler, Samantha

2013-01-01

After an introductory course in experiential-integrative psychotherapy, 21 graduate students provided personal narratives of their experiences, which were analyzed using the grounded theory method. Results produced 37 hierarchically organized experiences, revealing that students perceived multiple changes in both professional (i.e., skill acquisition and learning related to the therapeutic process) and personal (i.e., self growth in a more private sphere) domains. Analysis also highlighted key areas of difficulties in training. By adding the personal accounts of graduate trainees, this study enriches and extends Pascual-Leone et al.'s (2012) findings on undergraduates' experiences, raising the number of cases represented in the model to 45. Findings confirm the model of novice trainee experiences while highlighting the unique experiences of undergraduate vs. graduate trainees.

An Intelligent System for Determining Learning Style

ERIC Educational Resources Information Center

Ozdemir, Ali; Alaybeyoglu, Aysegul; Mulayim, Naciye; Uysal, Muhammed

2018-01-01

In this study, an intelligent system which determines learning style of the students is developed to increase success in effective and easy learning. The importance of the proposed software system is to determine convenience degree of the student's learning style. Personal information form and Dunn Learning Style Preference Survey are used to…

Developing a sustainable electronic portfolio (ePortfolio) program that fosters reflective practice and incorporates CanMEDS competencies into the undergraduate medical curriculum.

PubMed

Hall, Pippa; Byszewski, Anna; Sutherland, Stephanie; Stodel, Emma J

2012-06-01

The University of Ottawa (uOttawa) Faculty of Medicine in 2008 launched a revised undergraduate medical education (UGME) curriculum that was based on the seven CanMEDS roles (medical expert, communicator, collaborator, health advocate, manager, scholar, and professional) and added an eighth role of person to incorporate the dimension of mindfulness and personal well-being. In this article, the authors describe the development of an electronic Portfolio (ePortfolio) program that enables uOttawa medical students to document their activities and to demonstrate their development of competence in each of the eight roles. The ePortfolio program supports reflective practice, an important component of professional competence, and provides a means for addressing the "hidden curriculum." It is bilingual, mandatory, and spans the four years of UGME. It includes both an online component for students to document their personal development and for student-coach dialogue, as well as twice-yearly, small-group meetings in which students engage in reflective discussions and learn to give and receive feedback.The authors reflect on the challenges they faced in the development and implementation of the ePortfolio program and share the lessons they have learned along the way to a successful and sustainable program. These lessons include switching from a complex information technology system to a user-friendly, Web-based blog platform; rethinking orientation sessions to ensure that faculty and students understand the value of the ePortfolio program; soliciting student input to improve the program and increase student buy-in; and providing faculty development opportunities and recognition.

Comparing lecture and e-learning as pedagogies for new and experienced professionals in dentistry.

PubMed

Browne, L; Mehra, S; Rattan, R; Thomas, G

2004-07-24

To evaluate the relative effectiveness of e-learning versus lecture learning in VDPs and trainers. Experimental comparison of two groups' learning retention. VDPs and trainers from two regions were assessed by independent researchers. One region's VDPs and trainers received e-learning; another's received a traditional one hour lecture. Retention and understanding were tested and compared. Personal preference was assessed in group interviews. Significantly greater retention for the trainees occurred from lecturing rather than e-learning, and for the trainers e-learning was significantly more successful than lecturing. Small numbers in this study preclude wide generalisation. However, the results point to the benefits of face-to-face interaction for inexperienced staff, and the benefits of the speed and manageability of e-learning for busy, more experienced staff. The need for a discussion facility to be incorporated into ICT innovations to CPD (via, for example, online 'chatrooms') is also highlighted, with the potential of greatly enhancing e-learning efficacy.

Investigating Learning with an Interactive Tutorial: A Mixed-Methods Strategy

ERIC Educational Resources Information Center

de Villiers, M. R.; Becker, Daphne

2017-01-01

From the perspective of parallel mixed-methods research, this paper describes interactivity research that employed usability-testing technology to analyse cognitive learning processes; personal learning styles and times; and errors-and-recovery of learners using an interactive e-learning tutorial called "Relations." "Relations"…

The relationship between epistemological beliefs, implicit theories of intelligence, and self-regulated learning among Norwegian postsecondary students.

PubMed

Bråten, Ivar; Strømsø, Helge I

2005-12-01

More empirical work is needed to examine the dimensionality of personal epistemology and relations between those dimensions and motivational and strategic components of self-regulated learning. In particular, there is great need to investigate personal epistemology and its relation to self-regulated learning across cultures and academic contexts. Because the demarcation between personal epistemology and implicit theories of intelligence has been questioned, dimensions of personal epistemology should also be studied in relation to implicit theories of intelligence. The primary aim was to examine the dimensionality of personal epistemology and the relation between those dimensions and implicit theories of intelligence in the cultural context of Norwegian postsecondary education. A secondary aim was to examine the relative contribution of epistemological beliefs and theories of intelligence to motivational and strategic components of self-regulated learning in different academic contexts within that culture. The first sample included 178 business administration students in a traditional transmission-oriented instructional context; the second, 108 student teachers in an innovative pedagogical context. The dimensionality of the Schommer Epistemological Questionnaire was examined through factor analyses, and the resulting dimensions were examined in relation to implicit theories of intelligence. We performed multiple regression analyses, separately for the two academic contexts, to try to predict motivational (i.e. self-efficacy beliefs, mastery goal orientation, and interest) and strategic (i.e. self-regulatory strategy use) components of self-regulated learning with epistemological beliefs and implicit theories of intelligence. Considerable cross-cultural generalizability was found for the dimensionality of personal epistemology. Moreover, the dimensions of personal epistemology seemed to represent constructs separate from the construct of implicit theories of intelligence. Differences in the predictability of the epistemological dimensions were found for the two samples. For the student teachers, belief about knowledge construction and modification was a better predictor of self-regulated learning. For the business administration students, belief about the certainty of knowledge played a more important role in self-regulated learning. Epistemological beliefs predict self-regulated learning among Norwegian postsecondary students and play more important roles than implicit theories of intelligence. Relations between epistemological beliefs and self-regulated learning may vary with academic context.

Two men with multiple disabilities carry out an assembly work activity with the support of a technology system.

PubMed

Lancioni, Giulio E; Singh, Nirbhay N; O'Reilly, Mark F; Green, Vanessa A; Oliva, Doretta; Campodonico, Francesca

2013-10-01

To assess whether two persons with multiple disabilities could learn a work activity (i.e., assembling trolley wheels) with the support of a technology system. After an initial baseline, the study compared the effects of intervention sessions relying on the technology system (which called the participants to the different workstations and provided feedback and final stimulation) with the effects of intervention sessions carried out without technology. The two types of intervention sessions were conducted according to an alternating treatments design. Eventually, only intervention sessions relying on the technology system were used. Both participants managed to assemble wheels independently during intervention sessions relying on the technology system while they failed during sessions without the system. Their performance was strengthened during the final part of the study, in which only sessions with the system occurred. Technology may be critical in helping persons with multiple disabilities manage multi-step work activities.

A Cognitive Multimedia Environment and Its Importance: A Conceptual Model for Effective E-Learning and Development

ERIC Educational Resources Information Center

Phan, Huy P.

2011-01-01

Multimedia learning is innovative and has revolutionised the way we learn online. It is important to create a multimedia learning environment that stimulates active participation and effective learning. The significance of multimedia learning extends to include the cultivation of professional and personal experiences that reflect the reality of a…

Facilitating Trust in Privacy-Preserving E-Learning Environments

ERIC Educational Resources Information Center

Anwar, M.; Greer, J.

2012-01-01

This research explores a new model for facilitating trust in online e-learning activities. We begin by protecting the privacy of learners through identity management (IM), where personal information can be protected through some degree of participant anonymity or pseudonymity. In order to expect learners to trust other pseudonymous participants,…

BlueSky Cloud Framework: An E-Learning Framework Embracing Cloud Computing

NASA Astrophysics Data System (ADS)

Dong, Bo; Zheng, Qinghua; Qiao, Mu; Shu, Jian; Yang, Jie

Currently, E-Learning has grown into a widely accepted way of learning. With the huge growth of users, services, education contents and resources, E-Learning systems are facing challenges of optimizing resource allocations, dealing with dynamic concurrency demands, handling rapid storage growth requirements and cost controlling. In this paper, an E-Learning framework based on cloud computing is presented, namely BlueSky cloud framework. Particularly, the architecture and core components of BlueSky cloud framework are introduced. In BlueSky cloud framework, physical machines are virtualized, and allocated on demand for E-Learning systems. Moreover, BlueSky cloud framework combines with traditional middleware functions (such as load balancing and data caching) to serve for E-Learning systems as a general architecture. It delivers reliable, scalable and cost-efficient services to E-Learning systems, and E-Learning organizations can establish systems through these services in a simple way. BlueSky cloud framework solves the challenges faced by E-Learning, and improves the performance, availability and scalability of E-Learning systems.

Virtual working systems to support R&D groups

NASA Astrophysics Data System (ADS)

Dew, Peter M.; Leigh, Christine; Drew, Richard S.; Morris, David; Curson, Jayne

1995-03-01

The paper reports on the progress at Leeds University to build a Virtual Science Park (VSP) to enhance the University's ability to interact with industry, grow its applied research and workplace learning activities. The VSP exploits the advances in real time collaborative computing and networking to provide an environment that meets the objectives of physically based science parks without the need for the organizations to relocate. It provides an integrated set of services (e.g. virtual consultancy, workbased learning) built around a structured person- centered information model. This model supports the integration of tools for: (a) navigating around the information space; (b) browsing information stored within the VSP database; (c) communicating through a variety of Person-to-Person collaborative tools; and (d) the ability to the information stored in the VSP including the relationships to other information that support the underlying model. The paper gives an overview of a generic virtual working system based on X.500 directory services and the World-Wide Web that can be used to support the Virtual Science Park. Finally the paper discusses some of the research issues that need to be addressed to fully realize a Virtual Science Park.

The Impact of Personality, Goal Orientation and Self-Efficacy on Participation of High School Teachers in Learning Activities in the Workplace

ERIC Educational Resources Information Center

van Daal, Tine; Donche, Vincent; De Maeyer, Sven

2014-01-01

This study examines the influence of personality traits, goal orientation and self-efficacy on high school teachers' participation in learning activities in the workplace (i.e. experimentation, informal interaction with colleagues, self-regulation and avoidance behaviour). A convenience sample of 95 teachers from six high schools in Flanders…

e-Patients Perceptions of Using Personal Health Records for Self-management Support of Chronic Illness.

PubMed

Gee, Perry M; Paterniti, Debora A; Ward, Deborah; Soederberg Miller, Lisa M

2015-06-01

Chronic illness self-management is largely moving from healthcare professionals and into the hands of the patient. One tool that has been promoted to facilitate self-management support of chronic illness by policymakers, health advocates, providers, and consumers is the personal health record. Little is known about how consumers effectively use personal health records for self-management support and for productive patient-provider interactions. The purpose of this study was to learn from chronically ill engaged, experienced, and educated (e-patient) adults how and why they use personal health records for self-management support and productive patient-provider interactions. Eighteen purposively selected consumers were interviewed in two communities. Qualitative description methods were used, and we used a grounded theory approach to analyzing interview data, which was digitally recorded and transcribed verbatim. We identified four major thematic categories that capture the perceptions of the chronically ill using personal health records: (1) patient engagement and health self-management, (2) access to and control over personal health data, (3) promotion of productive communication, and (4) opportunities for training and education. Knowledge gained from the e-patient personal health record users suggest that making improvements to the portal system and providing education to consumers and providers will increase the utility among the experienced users and encourage new users to embrace adoption and use.

Individual personality differences in goats predict their performance in visual learning and non-associative cognitive tasks.

PubMed

Nawroth, Christian; Prentice, Pamela M; McElligott, Alan G

2017-01-01

Variation in common personality traits, such as boldness or exploration, is often associated with risk-reward trade-offs and behavioural flexibility. To date, only a few studies have examined the effects of consistent behavioural traits on both learning and cognition. We investigated whether certain personality traits ('exploration' and 'sociability') of individuals were related to cognitive performance, learning flexibility and learning style in a social ungulate species, the goat (Capra hircus). We also investigated whether a preference for feature cues rather than impaired learning abilities can explain performance variation in a visual discrimination task. We found that personality scores were consistent across time and context. Less explorative goats performed better in a non-associative cognitive task, in which subjects had to follow the trajectory of a hidden object (i.e. testing their ability for object permanence). We also found that less sociable subjects performed better compared to more sociable goats in a visual discrimination task. Good visual learning performance was associated with a preference for feature cues, indicating personality-dependent learning strategies in goats. Our results suggest that personality traits predict the outcome in visual discrimination and non-associative cognitive tasks in goats and that impaired performance in a visual discrimination tasks does not necessarily imply impaired learning capacities, but rather can be explained by a varying preference for feature cues. Copyright © 2016 Elsevier B.V. All rights reserved.

The impact of E-learning in medical education.

PubMed

Ruiz, Jorge G; Mintzer, Michael J; Leipzig, Rosanne M

2006-03-01

The authors provide an introduction to e-learning and its role in medical education by outlining key terms, the components of e-learning, the evidence for its effectiveness, faculty development needs for implementation, evaluation strategies for e-learning and its technology, and how e-learning might be considered evidence of academic scholarship. E-learning is the use of Internet technologies to enhance knowledge and performance. E-learning technologies offer learners control over content, learning sequence, pace of learning, time, and often media, allowing them to tailor their experiences to meet their personal learning objectives. In diverse medical education contexts, e-learning appears to be at least as effective as traditional instructor-led methods such as lectures. Students do not see e-learning as replacing traditional instructor-led training but as a complement to it, forming part of a blended-learning strategy. A developing infrastructure to support e-learning within medical education includes repositories, or digital libraries, to manage access to e-learning materials, consensus on technical standardization, and methods for peer review of these resources. E-learning presents numerous research opportunities for faculty, along with continuing challenges for documenting scholarship. Innovations in e-learning technologies point toward a revolution in education, allowing learning to be individualized (adaptive learning), enhancing learners' interactions with others (collaborative learning), and transforming the role of the teacher. The integration of e-learning into medical education can catalyze the shift toward applying adult learning theory, where educators will no longer serve mainly as the distributors of content, but will become more involved as facilitators of learning and assessors of competency.

PKS: An Ontology-Based Learning Construct for Lifelong Learners

ERIC Educational Resources Information Center

Manganello, Flavio; Falsetti, Carla; Spalazzi. Luca; Leo, Tommaso

2013-01-01

This paper addresses adult lifelong learners, i.e., persons interested in learning or compelled to learn during their working life but not able to, or not interested in participating in formal learning. These learners are motivated and self-aware enough to self-direct their learning, are presumed to be novices with respect to the needed knowledge…

Personal Food System Mapping

ERIC Educational Resources Information Center

Wilsey, David; Dover, Sally

2014-01-01

Personal food system mapping is a practical means to engage community participants and educators in individualized and shared learning about food systems, decisions, and behaviors. Moreover, it is a useful approach for introducing the food system concept, which is somewhat abstract. We developed the approach to capture diversity of personal food…

An Investigation on the Correlation of Learner Styles and Learning Objects Characteristics in a Proposed Learning Objects Management Model (LOMM)

ERIC Educational Resources Information Center

Wanapu, Supachanun; Fung, Chun Che; Kerdprasop, Nittaya; Chamnongsri, Nisachol; Niwattanakul, Suphakit

2016-01-01

The issues of accessibility, management, storage and organization of Learning Objects (LOs) in education systems are a high priority of the Thai Government. Incorporating personalized learning or learning styles in a learning object management system to improve the accessibility of LOs has been addressed continuously in the Thai education system.…

Design and Implementation of a Cooperative Learning System for Digital Content Design Curriculum: Investigation on Learning Effectiveness and Social Presence

ERIC Educational Resources Information Center

Huang, Ming-Shang; Hsiao, Wei-Hung; Chang, Tsung-Sheng; Hu, Mei-Huei

2012-01-01

The purpose of this paper is to investigate the learning effectiveness of cooperative learning system based on social presence theory. We develop a web-based cooperative learning system which contains personal module, admin module, course module, communication module, and learning records module to support the implementation of cooperative…

An Automatic and Dynamic Approach for Personalized Recommendation of Learning Objects Considering Students Learning Styles: An Experimental Analysis

ERIC Educational Resources Information Center

Dorça, Fabiano A.; Araújo, Rafael D.; de Carvalho, Vitor C.; Resende, Daniel T.; Cattelan, Renan G.

2016-01-01

Content personalization in educational systems is an increasing research area. Studies show that students tend to have better performances when the content is customized according to his/her preferences. One important aspect of students particularities is how they prefer to learn. In this context, students learning styles should be considered, due…

E-Learning and Knowledge Management: The MEMORAe Project.

ERIC Educational Resources Information Center

Abel, Marie-Helene; Lenne, Dominique; Cisse, Omar

E-learning leads to changes in the way courses are conceived. Diffused through the Web, course content cannot be the pure transcription of a "classical" course. The students need to personalize it and to access it when they need it (just-in-time). The MEMORAe project aims at applying knowledge management techniques to improve the…

Implementation of Personalized E-Assessment for Remedial Teaching in an E-Learning Environment

ERIC Educational Resources Information Center

Lin, Chen-Yu; Wang, Tzu-Hua

2017-01-01

This research explored how different models of Web-based dynamic assessment in remedial teaching improved junior high school student learning achievement and their misconceptions about the topic of "Weather and Climate." This research adopted a quasi-experimental design. A total of 58 7th graders participated in this research.…

Self-controlled technologies to support skill attainment in persons with an autism spectrum disorder and/or an intellectual disability: a systematic literature review.

PubMed

den Brok, W L J E; Sterkenburg, P S

2015-01-01

Persons with an autism spectrum disorder and/or intellectual disability have difficulties in processing information, which impedes the learning of daily living skills and cognitive concepts. Technological aids support learning, and if used temporarily and in a self-controlled manner, they may contribute to independent societal participation. This systematic review examines the studies that applied self-controlled technologies. The 28 relevant studies showed that skills and concepts are learned through prompting, interaction with devices, and practicing in (realistic) virtual environments. For attaining cognitive concepts, advanced technologies such as virtual reality are effective. Five studies focussed on cognitive concepts and two on emotion concepts. More research is necessary to examine the generalization of results and effect of using technology for learning cognitive and emotional concepts. Implications for Rehabilitation Persons with a moderate to mild intellectual disability and/or with autism can use self-controlled technology to learn new activities of daily living and cognitive concepts (e.g. time perception and imagination). Specific kinds of technologies can be used to learn specific kinds of skills (e.g. videos on computers or handheld devices for daily living skills; Virtual Reality for time perception and emotions of others). For learning new cognitive concepts it is advisable to use more advanced technologies as they have the potential to offer more features to support learning.

Educating Through Exploration: Emerging Evidence for Improved Learning Outcomes Using a New Theory of Digital Learning Design

NASA Astrophysics Data System (ADS)

Anbar, Ariel; Center for Education Through eXploration

2018-01-01

Advances in scientific visualization and public access to data have transformed science outreach and communication, but have yet to realize their potential impacts in the realm of education. Computer-based learning is a clear bridge between visualization and education that benefits students through adaptative personalization and enhanced access. Building this bridge requires close partnerships among scientists, technologists, and educators.The Infiniscope project fosters such partnerships to produce exploration-driven online learning experiences that teach basic science concepts using a combination of authentic space science narratives, data, and images, and a personalized guided inquiry approach. Infiniscope includes a web portal to host these digital learning experiences, as well as a teaching network of educators using and modifying these experiences. Infiniscope experiences are built around a new theory of digital learning design that we call “education through exploration” (ETX) developed during the creation of successful online, interactive science courses offered at ASU and other institutions. ETX builds on the research-based practices of active learning and guided inquiry to provide a set of design principles that aim to develop higher order thinking skills in addition to understanding of content. It is employed in these experiences by asking students to solve problems and actively discover relationships, supported by an intelligent tutoring system which provides immediate, personalized feedback and scaffolds scientific thinking and methods. The project is led by ASU’s School of Earth and Space Exploration working with learning designers in the Center for Education Through eXploration, with support from NASA’s Science Mission Directorate as part of the NASA Exploration Connection program.We will present an overview of ETX design, the Infinscope project, and emerging evidence of effectiveness.

New Functions for Stimulating Learners' Motivation in a Web-Based e-Learning System

ERIC Educational Resources Information Center

Matsuo, Keita; Barolli, Leonard; Xhafa, Fatos; Koyama, Akio; Durresi, Arjan

2008-01-01

Due to the opportunities provided by the Internet, people are taking advantage of e-learning courses and during the last few years enormous research efforts have been dedicated to the development of e-learning systems. So far, many e-learning systems are proposed and used practically. However, in these systems the e-learning completion rate is…

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eLearning in the Cloud

ERIC Educational Resources Information Center

Sclater, Niall

2010-01-01

Elearning has grown rapidly in importance for institutions and has been largely facilitated through the "walled garden" of the virtual learning environment. Meanwhile many students are creating their own personal learning environments by combining the various Web 2.0 services they find most useful. Cloud computing offers new…

Learning Resources Organization Using Ontological Framework

NASA Astrophysics Data System (ADS)

Gavrilova, Tatiana; Gorovoy, Vladimir; Petrashen, Elena

The paper describes the ontological approach to the knowledge structuring for the e-learning portal design as it turns out to be efficient and relevant to current domain conditions. It is primarily based on the visual ontology-based description of the content of the learning materials and this helps to provide productive and personalized access to these materials. The experience of ontology developing for Knowledge Engineering coursetersburg State University is discussed and “OntolingeWiki” tool for creating ontology-based e-learning portals is described.

The Challenge of Content Creation to Facilitate Personalized E-Learning Experiences

ERIC Educational Resources Information Center

Turker, Ali; Gorgun, Ilhami; Conlan, Owen

2006-01-01

The runtime creation of pedagogically coherent learning content for an individual learner's needs and preferences is a considerable challenge. By selecting and combining appropriate learning assets into a new learning object such needs and preferences may be accounted for. However, to assure coherence, these objects should be consumed within…

The Effects of Workplace Learning on Organizational Socialization in the Youth Workforce

ERIC Educational Resources Information Center

Oh, Seok-young

2016-01-01

The purpose of this study was to identify how high school graduate newcomers adjust to working in organizations. This study examines how their formal learning, intended informal learning, and unintended informal learning experiences jointly influence their adjustment processes [e.g., role clarity and personal-organizational (P-O) fit]. It also…

Competence Description for Personal Recommendations: The Importance of Identifying the Complexity of Learning and Performance Situations

ERIC Educational Resources Information Center

Prins, Frans J.; Nadolski, Rob J.; Berlanga, Adriana J.; Drachsler, Hendrik; Hummel, Hans G. K.; Koper, Rob

2008-01-01

For competences development of learners and professionals, target competences and corresponding competence development opportunities have to be identified. Personal Recommender Systems (PRS) provide personal recommendations for learners aimed at finding and selecting learning activities that best match their needs. This article argues that a…

The Personal Learning Environment and the Human Condition: From Theory to Teaching Practice

ERIC Educational Resources Information Center

Johnson, Mark; Liber, Oleg

2008-01-01

We present the Personal Learning Environment (PLE) as a practical intervention concerning the organization of technology in education. We explain this by proposing a cybernetic model of the "Personal Learner" using Beer's Viable System Model (VSM). Using the VSM, we identify different regulatory mechanisms that maintain viability for learners, and…

Designing a Resource Evolution Support System for Open Knowledge Communities

ERIC Educational Resources Information Center

Yang, Xianmin; Yu, Shengquan

2015-01-01

The continuous generation and evolution of digital learning resources is important for promoting open learning and meeting the personalized needs of learners. In the Web 2.0 era, open and collaborative authoring is becoming a popular method by which to create vast personalized learning resources in open knowledge communities (OKCs). However, the…

Avatars, Pedagogical Agents, and Virtual Environments: Social Learning Systems Online

ERIC Educational Resources Information Center

Ausburn, Lynna J.; Martens, Jon; Dotterer, Gary; Calhoun, Pat

2009-01-01

This paper presents a review of literature that introduces major concepts and issues in using avatars and pedagogical agents in first- and second-person virtual environments (VEs) for learning online. In these VEs, avatars and pedagogical agents represent self and other learners/participants or serve as personal learning "guides". The…

A Sense of Balance: District Aligns Personalized Learning with School and System Goals

ERIC Educational Resources Information Center

Donsky, Debbie; Witherow, Kathy

2015-01-01

This article addresses the challenge of personalizing learning while also ensuring alignment with system and school improvement plans. Leaders of the York Region District School Board in Ontario knew that what took their high-performing school district from good to great would not take it from great to excellent. The district's early model of…

Enhancing Academic Performance: Seven Perceptual Styles of Learning.

ERIC Educational Resources Information Center

Higbee, Jeanne L.; And Others

1991-01-01

Presents Galbraith and James's taxonomy of seven perceptual modalities (i.e., print, aural, interactive, visual, haptic, kinesthetic, and olfactory). Discusses ways educators can demonstrate perceptual modalities in the classroom and help students identify their personal style of learning. Explains how this knowledge can facilitate learning in a…

Personalized Learning Objects Recommendation Based on the Semantic-Aware Discovery and the Learner Preference Pattern

ERIC Educational Resources Information Center

Wang, Tzone I; Tsai, Kun Hua; Lee, Ming Che; Chiu, Ti Kai

2007-01-01

With vigorous development of the Internet, especially the web page interaction technology, distant E-learning has become more and more realistic and popular. Digital courses may consist of many learning units or learning objects and, currently, many learning objects are created according to SCORM standard. It can be seen that, in the near future,…

Voicing the E in WOVE: Improving Reflection in ISUComm Foundation Courses ePortfolios

ERIC Educational Resources Information Center

Blakely, Barbara J.

2016-01-01

Using the literatures of student personal epistemology and approaches to learning, this article describes one WPA's deliberate pursuit of a deep approach to her learning about reflection. Other WPAs and instructors who have encountered an unexpected gap in their programs' or classes' work with reflection can revise documents and re-tune pedagogy…

Asynchronous Cooperative e-Learning System and Its Evaluation

NASA Astrophysics Data System (ADS)

Eto, Kazuhiro; Miyoshi, Takumi

Much attention has been attracted to collaborative learning on an e-learning system. However, it is difficult to implement the collaborative environment to an asynchronous e-learning system since collaboration would be realized only when learners join the system at the same time. On the other hand, cooperative learning has been proposed. In this method, learners can study on their own pace without making mutual agreement but with receiving cognitive information from others. In this paper, the authors have developed the asynchronous cooperative e-learning system that provides learners' attendance and studying progress as the cognitive information. The subjective evaluation experiments show that our system is slightly inferior to the synchronous collaborative e-learning system, but it can motivate the learners more than the conventional system.

Web-Based Intelligent E-Learning Systems: Technologies and Applications

ERIC Educational Resources Information Center

Ma, Zongmin

2006-01-01

Collecting and presenting the latest research and development results from the leading researchers in the field of e-learning systems, Web-Based Intelligent E-Learning Systems: Technologies and Applications provides a single record of current research and practical applications in Web-based intelligent e-learning systems. This book includes major…

Using the Personalized System of Instruction to Differentiate Instruction in Fitness

ERIC Educational Resources Information Center

Viness, Stephanie; Colquitt, Gavin; Pritchard, Tony; Johnson, Christine

2017-01-01

The purpose of this article is to provide an overview of how PE teachers can personalize learning to meet a variety of student needs. Differentiated instruction (DI) is a term frequently used in classroom-based learning to describe a method of personalization for individual students. The term can also describe a theoretical model for teaching and…

West Virginia Digital Learning: Report to the Governor, Legislature, and West Virginia Board of Education

ERIC Educational Resources Information Center

Alliance for Excellent Education, 2014

2014-01-01

Accomplishing personalized, deeper learning through anywhere, anytime digital learning requires a redesign of the K-12 education system. This report looks at readiness for digital learning at two levels in West Virginia: the district capacity building to ready the system for digital learning and school implementation of digital learning. The…

Synchronous E-Learning: Reflections and Design Considerations

ERIC Educational Resources Information Center

Tabak, Filiz; Rampal, Rohit

2014-01-01

This paper is a personal reflection on the design, development, and delivery of online synchronous conferencing as a pedagogical tool complementing traditional, face-to-face content delivery and learning. The purpose of the paper is to demonstrate how instructors can combine collaborative and virtual learning principles in course design. In…

Learning through Work: Exploring Instances of Relational Interdependencies

ERIC Educational Resources Information Center

Billett, Stephen

2008-01-01

This paper provides an account of the inter-psychological processes that constitute learning through work. It does this by drawing on deliberations about the relative contributions of the immediate social world (i.e., workplace setting) that individuals encounter and the personal premises for individuals' learning. This account is realised through…

Personalizing Learning through the Use of Technology

ERIC Educational Resources Information Center

Robinson, Carol; Sebba, Judy

2010-01-01

In March 2005, the Department for Education and Skills published its e-strategy, Harnessing Technology (DfES, 2005, Harnessing technology: Transforming Learning and Children's Services). Within this, two of its key objectives were: firstly to transform teaching and learning, and help to improve outcomes for children and young people, through…

The Impact of Individual Differences on E-Learning System Behavioral Intention

NASA Astrophysics Data System (ADS)

Liao, Peiwen; Yu, Chien; Yi, Chincheh

This study investigated the impact of contingent variables on the relationship between four predictors and employees' behavioral intention with e-learning. Seven hundred and twenty-two employees in online training and education were asked to answer questionnaires about their learning styles, perceptions of the quality of the proposed predictors and behavioral intention with e-learning systems. The results of analysis showed that three contingent variables, gender, job title and industry, significantly influenced the perceptions of predictors and employees' behavioral intention with the e-learning system. This study also found a statistically significant moderating effect of two contingent variables, gender, job title and industry, on the relationship between predictors and e-learning system behavioral intention. The results suggest that a serious consideration of contingent variables is crucial for improving e-learning system behavioral intention. The implications of these results for the management of e-learning systems are discussed.

A Personalized Recommendation-Based Mobile Learning Approach to Improving the Reading Performance of EFL Students

ERIC Educational Resources Information Center

Hsu, Ching-Kun; Hwang, Gwo-Jen; Chang, Chih-Kai

2013-01-01

In this paper, a personalized recommendation-based mobile language learning approach is proposed. A mobile learning system has been developed based on the approach by providing a reading material recommendation mechanism for guiding EFL (English as Foreign Language) students to read articles that match their preferences and knowledge levels, and a…

Verbal implicit sequence learning in persons who stutter and persons with Parkinson's disease.

PubMed

Smits-Bandstra, Sarah; Gracco, Vincent

2013-01-01

The authors investigated the integrity of implicit learning systems in 14 persons with Parkinson's disease (PPD), 14 persons who stutter (PWS), and 14 control participants. In a 120-min session participants completed a verbal serial reaction time task, naming aloud 4 syllables in response to 4 visual stimuli. Unbeknownst to participants, the syllables formed a repeating 8-item sequence. PWS and PPD demonstrated slower reaction times for early but not late learning trials relative to controls reflecting delays but not deficiencies in general learning. PPD also demonstrated less accuracy in general learning relative to controls. All groups demonstrated similar limited explicit sequence knowledge. Both PWS and PPD demonstrated significantly less implicit sequence learning relative to controls, suggesting that stuttering may be associated with compromised functional integrity of the cortico-striato-thalamo-cortical loop.

Assessing E-Learning System in Higher Education Institutes: Evidence from Structural Equation Modelling

ERIC Educational Resources Information Center

Ali, Muhammad; Raza, Syed Ali; Qazi, Wasim; Puah, Chin-Hong

2018-01-01

Purpose: This study aims to examine university students' acceptance of e-learning systems in Pakistan. A Web-based learning system is a new form of utilizing technological features. Although, developed countries have initiated and established the concept for e-learning, developing countries require empirical support to implement e-learning.…

Assessing E-Learning 2.0 System Success

ERIC Educational Resources Information Center

Wang, Hei Chia; Chiu, Yi Fang

2011-01-01

Traditional e-learning systems support "one-way" communication. Teachers provide knowledge for learners, but they are unable to use a student's learning experiences to benefit the class as a whole. To address these problems, this study explores e-learning success factors via the design and evaluation of an e-learning 2.0 system. This study…

Investigating IT Faculty Resistance to Learning Management System Adoption Using Latent Variables in an Acceptance Technology Model.

PubMed

Bousbahi, Fatiha; Alrazgan, Muna Saleh

2015-01-01

To enhance instruction in higher education, many universities in the Middle East have chosen to introduce learning management systems (LMS) to their institutions. However, this new educational technology is not being used at its full potential and faces resistance from faculty members. To investigate this phenomenon, we conducted an empirical research study to uncover factors influencing faculty members' acceptance of LMS. Thus, in the Fall semester of 2014, Information Technology faculty members were surveyed to better understand their perceptions of the incorporation of LMS into their courses. The results showed that personal factors such as motivation, load anxiety, and organizational support play important roles in the perception of the usefulness of LMS among IT faculty members. These findings suggest adding these constructs in order to extend the Technology acceptance model (TAM) for LMS acceptance, which can help stakeholders of the university to implement the use of this system. This may assist in planning and evaluating the use of e-learning.

Investigating IT Faculty Resistance to Learning Management System Adoption Using Latent Variables in an Acceptance Technology Model

PubMed Central

Bousbahi, Fatiha; Alrazgan, Muna Saleh

2015-01-01

To enhance instruction in higher education, many universities in the Middle East have chosen to introduce learning management systems (LMS) to their institutions. However, this new educational technology is not being used at its full potential and faces resistance from faculty members. To investigate this phenomenon, we conducted an empirical research study to uncover factors influencing faculty members' acceptance of LMS. Thus, in the Fall semester of 2014, Information Technology faculty members were surveyed to better understand their perceptions of the incorporation of LMS into their courses. The results showed that personal factors such as motivation, load anxiety, and organizational support play important roles in the perception of the usefulness of LMS among IT faculty members. These findings suggest adding these constructs in order to extend the Technology acceptance model (TAM) for LMS acceptance, which can help stakeholders of the university to implement the use of this system. This may assist in planning and evaluating the use of e-learning. PMID:26491712

Exploring nursing e-learning systems success based on information system success model.

PubMed

Chang, Hui-Chuan; Liu, Chung-Feng; Hwang, Hsin-Ginn

2011-12-01

E-learning is thought of as an innovative approach to enhance nurses' care service knowledge. Extensive research has provided rich information toward system development, courses design, and nurses' satisfaction with an e-learning system. However, a comprehensive view in understanding nursing e-learning system success is an important but less focused-on topic. The purpose of this research was to explore net benefits of nursing e-learning systems based on the updated DeLone and McLean's Information System Success Model. The study used a self-administered questionnaire to collected 208 valid nurses' responses from 21 of Taiwan's medium- and large-scale hospitals that have implemented nursing e-learning systems. The result confirms that the model is sufficient to explore the nurses' use of e-learning systems in terms of intention to use, user satisfaction, and net benefits. However, while the three exogenous quality factors (system quality, information quality, and service quality) were all found to be critical factors affecting user satisfaction, only information quality showed a direct effect on the intention to use. This study provides useful insights for evaluating nursing e-learning system qualities as well as an understanding of nurses' intentions and satisfaction related to performance benefits.

Integrating Emotion and Cognition in Successful Service Learning: A Complex System Approach (Invited)

NASA Astrophysics Data System (ADS)

Raia, F.

2010-12-01

Service-learning (S-L) has evolved as valuable pedagogic concept during the last two decades, based on the hypothesis that learning can best be accomplished when placed in the context of real-life social settings, e.g. schools, production, research, healthcare etc. What students learn in the academic course/context must be elaborated in the context of the S-L experience. In return for the authentic learning experience, the learner provides the service-provider with a "free" service. This reciprocality makes service-learning an appealing concept. Because of its attractive "win-win" design, the field of service-learning is continuously expanding. At a major public university CCNY with a very diverse student population, we were interested in developing and participating in S-L experience in the field of Earth System Science. We designed an upper level undergraduate course - Environmental Soil Science for Urban Sustainability - specifically targeted to students of Earth Science, Engineering, Economics and, Political Sciences to support environmental entrepreneurship. Specifically, we integrated S-L activities in the exploration of soil studies and urban agriculture. Students worked together in small groups both in class and for their S-L experience (30 hours) with urban garden and agriculture organizations. Students were required to apply the content learned in the academic course providing soil testing and soil evaluation to the partners, generate reports through a series of homework assignments and journal entries connecting three major components: Community Service, Personal Experience and Course Content. Our experience with this course shows the following results: S-L must be considered a complex system characterized by the continually changing interactions among the above mentioned three major components and three social and academic diverse groups of people involved: Students, Service-Providers and Academic Instructors. Because experience alone does not produce learning, this system requires participants to elaborate and connect the three major components and continually update, modify and build on the learning experience and personal growth. Critical reflection activities are considered to be a powerful tool to bridge community service activities and the educational content. Reflection activities gauge students’ expectations, thoughts and understanding and, by making these evident to the students, can reveal less obvious aspects of the experience and support different interpretations of an event. However, in the form of critical reflection, they tend to exclude the role emotion may play throughout the learning process specifically for one of the three components -Personal Growth. Moreover, in the last decade neuroscience and psychology research shows that emotion is indispensable for conceiving rational thoughts, understanding and memory development and that a purely cognitive view on learning is not working. In our course we strove to design reflections that involve emotion and cognition and their interdependence in connecting the three components of S-L. A complex system approach is fundamental when challenges of integrating emotion and cognition in Service Learning need to be addressed.

A mobile clinical e-portfolio for nursing and medical students, using wireless personal digital assistants (PDAs).

PubMed

Garrett, Bernard Mark; Jackson, Cathryn

2006-12-01

This paper outlines the development and evaluation of a wireless personal digital assistant (PDA) based clinical learning tool designed to promote professional reflection for health professionals. The "Clinical e-portfolio" was developed at the University of British Columbia School of Nursing to enable students immediately to access clinical expertise and resources remotely, and record their clinical experiences in a variety of media (text, audio and images). The PDA e-portfolio tool was developed to demonstrate the potential use of mobile networked technologies to support and improve clinical learning; promote reflective learning in practice; engage students in the process of knowledge translation; help contextualize and embed clinical knowledge whilst in the workplace; and to help prevent the isolation of students whilst engaged in supervised clinical practice. The mobile e-portfolio was developed to synchronise wirelessly with a user's personal Web based portfolio from any remote location where a cellular telephone signal or wireless (Wi-Fi) connection could be obtained. An evaluation of the tool was undertaken with nurse practitioner and medical students, revealing positive attitudes to the use of PDA based tools and portfolios, but limits to the use of the PDA portfolio due to the inherent interface restrictions of the PDA.

Faculty development: if you build it, they will come.

PubMed

Steinert, Yvonne; Macdonald, Mary Ellen; Boillat, Miriam; Elizov, Michelle; Meterissian, Sarkis; Razack, Saleem; Ouellet, Marie-Noel; McLeod, Peter J

2010-09-01

The goals of this study were three-fold: to explore the reasons why some clinical teachers regularly attend centralised faculty development activities; to compare their responses with those of colleagues who do not attend, and to learn how we can make faculty development programmes more pertinent to teachers' needs. In 2008-2009, we conducted focus groups with 23 clinical teachers who had participated in faculty development activities on a regular basis in order to ascertain their perceptions of faculty development, reasons for participation, and perceived barriers against involvement. Thematic analysis and research team consensus guided the data interpretation. Reasons for regular participation included the perceptions that: faculty development enables personal and professional growth; learning and self-improvement are valued; workshop topics are viewed as relevant to teachers' needs; the opportunity to network with colleagues is appreciated, and initial positive experiences promote ongoing involvement. Barriers against participation mirrored those cited by non-attendees in an earlier study (e.g. volume of work, lack of time, logistical factors), but did not prevent participation. Suggestions for increasing participation included introducing a 'buddy system' for junior faculty members, an orientation workshop for new staff, and increased role-modelling and mentorship. The conceptualisation of faculty development as a means to achieve specific objectives and the desire for relevant programming that addresses current needs (i.e., expectancies), together with an appreciation of learning, self-improvement and networking with colleagues (i.e., values), were highlighted as reasons for participation by regular attendees. Medical educators should consider these 'lessons learned' in the design and delivery of faculty development offerings. They should also continue to explore the notion of faculty development as a social practice and the application of motivational theories that include expectancy-value constructs to personal and professional development.

"SmartMonitor"--an intelligent security system for the protection of individuals and small properties with the possibility of home automation.

PubMed

Frejlichowski, Dariusz; Gościewska, Katarzyna; Forczmański, Paweł; Hofman, Radosław

2014-06-05

"SmartMonitor" is an intelligent security system based on image analysis that combines the advantages of alarm, video surveillance and home automation systems. The system is a complete solution that automatically reacts to every learned situation in a pre-specified way and has various applications, e.g., home and surrounding protection against unauthorized intrusion, crime detection or supervision over ill persons. The software is based on well-known and proven methods and algorithms for visual content analysis (VCA) that were appropriately modified and adopted to fit specific needs and create a video processing model which consists of foreground region detection and localization, candidate object extraction, object classification and tracking. In this paper, the "SmartMonitor" system is presented along with its architecture, employed methods and algorithms, and object analysis approach. Some experimental results on system operation are also provided. In the paper, focus is put on one of the aforementioned functionalities of the system, namely supervision over ill persons.

Enhancing Collaborative Learning in Web 2.0-Based E-Learning Systems: A Design Framework for Building Collaborative E-Learning Contents

ERIC Educational Resources Information Center

El Mhouti, Abderrahim; Nasseh, Azeddine; Erradi, Mohamed; Vasquèz, José Marfa

2017-01-01

Today, the implication of Web 2.0 technologies in e-learning allows envisaging new teaching and learning forms, advocating an important place to the collaboration and social interaction. However, in e-learning systems, learn in a collaborative way is not always so easy because one of the difficulties when arranging e-learning courses can be that…

Distance Learning Students' Evaluation of E-Learning System in University of Tabuk, Saudi Arabia

ERIC Educational Resources Information Center

Al-Juda, Mefleh Qublan B.

2017-01-01

This study evaluates the experiences and perceptions of students regarding e-learning systems and their preparedness for e-learning. It also investigates the overall perceptions of students regarding e-learning and the factors influencing students' attitudes towards e-learning. The study uses convenience sampling in which students of the Education…

Extend Instruction outside the Classroom: Take Advantage of Your Learning Management System

ERIC Educational Resources Information Center

Jensen, Lauren A.

2010-01-01

Numerous institutions of higher education have implemented a learning management system (LMS) or are considering doing so. This web-based software package provides self-service and quick (often personalized) access to content in a dynamic environment. Learning management systems support administrative, reporting, and documentation activities. LMSs…

An Adaptive Navigation Support System for Conducting Context-Aware Ubiquitous Learning in Museums

ERIC Educational Resources Information Center

Chiou, Chuang-Kai; Tseng, Judy C. R.; Hwang, Gwo-Jen; Heller, Shelly

2010-01-01

In context-aware ubiquitous learning, students are guided to learn in the real world with personalized supports from the learning system. As the learning resources are realistic objects in the real world, certain physical constraints, such as the limitation of stream of people who visit the same learning object, the time for moving from one object…

Immediate transfer of synesthesia to a novel inducer.

PubMed

Mroczko, Aleksandra; Metzinger, Thomas; Singer, Wolf; Nikolić, Danko

2009-11-30

In synesthesia, a certain stimulus (e.g. grapheme) is associated automatically and consistently with a stable perceptual-like experience (e.g. color). These associations are acquired in early childhood and remain robust throughout the lifetime. Synesthetic associations can transfer to novel inducers in adulthood as one learns a second language that uses another writing system. However, it is not known how long this transfer takes. We found that grapheme-color associations can transfer to novel graphemes after only a 10-minute writing exercise. Most subjects experienced synesthetic associations immediately after learning a new Glagolitic grapheme. Using a Stroop task, we provide objective evidence for the creation of novel associations between the newly learned graphemes and synesthetic colors. Also, these associations generalized to graphemes handwritten by another person. The fast learning process and the generalization suggest that synesthesia begins at the semantic level of representation with the activation of a certain concept (the inducer), which then, uniquely for the synesthetes, activates representations at the perceptual level (the concurrent). Thus, the results imply that synesthesia is a much more flexible and plastic phenomenon than has been believed until now.

Mathematical E-Learning: State of the Art and Experiences at the Open University of Catalonia

ERIC Educational Resources Information Center

Juan, A.; Huertas, A.; Steegmann, C.; Corcoles, C.; Serrat, C.

2008-01-01

In this article we present a review of the state of the art in mathematical e-learning and some personal experiences on this area developed during the last eleven years at the Open University of Catalonia (UOC), a completely online university located in Spain. The article discusses important aspects related to online mathematics courses offered in…

Entry to Employment: Discourses of Inclusion and Employability in Work-Based Learning for Young People

ERIC Educational Resources Information Center

Simmons, Robin

2009-01-01

Entry to Employment (E2E) is a work-based learning programme aimed at 16-19 year-olds in England deemed not yet ready for employment, an apprenticeship or further education and training. Taking into account educational, social and personal circumstances which are often severely disadvantaged, it aspires to provide these young people with training…

Students' Perception toward Personal Information and Privacy Disclosure in E-Learning

ERIC Educational Resources Information Center

Yang, Fang; Wang, Shudong

2014-01-01

This research investigates East Asian students' perceptions towards e-learning privacy. The survey was first carried out in Japan (N1 = 255) and China (N2 = 307) in 2009. In 2012 the same survey was conducted again in these two countries but with different participants (N3 = 175, N4 = 63). To survey in different countries is to verify whether…

A Confirmatory Factor Analysis of the California Verbal Learning Test-Second Edition (CVLT-II) in a Traumatic Brain Injury Sample

ERIC Educational Resources Information Center

DeJong, Joy; Donders, Jacobus

2009-01-01

The latent structure of the California Verbal Learning Test-Second Edition (CVLT-II) was examined in a clinical sample of 223 persons with traumatic brain injury that had been screened to remove individuals with complicating premorbid (e.g., psychiatric) or comorbid (e.g., financial compensation seeking) histories. Analyses incorporated the…

An Empirical Study on Behavioural Intention to Reuse E-Learning Systems in Rural China

ERIC Educational Resources Information Center

Li, Yan; Duan, Yanqing; Fu, Zetian; Alford, Philip

2012-01-01

The learner's acceptance of e-learning systems has received extensive attention in prior studies, but how their experience of using e-learning systems impacts on their behavioural intention to reuse those systems has attracted limited research. As the applications of e-learning are still gaining momentum in developing countries, such as China,…

Smart learning services based on smart cloud computing.

PubMed

Kim, Svetlana; Song, Su-Mi; Yoon, Yong-Ik

2011-01-01

Context-aware technologies can make e-learning services smarter and more efficient since context-aware services are based on the user's behavior. To add those technologies into existing e-learning services, a service architecture model is needed to transform the existing e-learning environment, which is situation-aware, into the environment that understands context as well. The context-awareness in e-learning may include the awareness of user profile and terminal context. In this paper, we propose a new notion of service that provides context-awareness to smart learning content in a cloud computing environment. We suggest the elastic four smarts (E4S)--smart pull, smart prospect, smart content, and smart push--concept to the cloud services so smart learning services are possible. The E4S focuses on meeting the users' needs by collecting and analyzing users' behavior, prospecting future services, building corresponding contents, and delivering the contents through cloud computing environment. Users' behavior can be collected through mobile devices such as smart phones that have built-in sensors. As results, the proposed smart e-learning model in cloud computing environment provides personalized and customized learning services to its users.

Smart Learning Services Based on Smart Cloud Computing

PubMed Central

Kim, Svetlana; Song, Su-Mi; Yoon, Yong-Ik

2011-01-01

Context-aware technologies can make e-learning services smarter and more efficient since context-aware services are based on the user’s behavior. To add those technologies into existing e-learning services, a service architecture model is needed to transform the existing e-learning environment, which is situation-aware, into the environment that understands context as well. The context-awareness in e-learning may include the awareness of user profile and terminal context. In this paper, we propose a new notion of service that provides context-awareness to smart learning content in a cloud computing environment. We suggest the elastic four smarts (E4S)—smart pull, smart prospect, smart content, and smart push—concept to the cloud services so smart learning services are possible. The E4S focuses on meeting the users’ needs by collecting and analyzing users’ behavior, prospecting future services, building corresponding contents, and delivering the contents through cloud computing environment. Users’ behavior can be collected through mobile devices such as smart phones that have built-in sensors. As results, the proposed smart e-learning model in cloud computing environment provides personalized and customized learning services to its users. PMID:22164048

The Effect of Incorporating Good Learners' Ratings in e-Learning Content-Based Recommender System

ERIC Educational Resources Information Center

Ghauth, Khairil Imran; Abdullah, Nor Aniza

2011-01-01

One of the anticipated challenges of today's e-learning is to solve the problem of recommending from a large number of learning materials. In this study, we introduce a novel architecture for an e-learning recommender system. More specifically, this paper comprises the following phases i) to propose an e-learning recommender system based on…

Assistive Technology and Adults with Learning Disabilities: A Blueprint for Exploration and Advancement.

ERIC Educational Resources Information Center

Raskind, Marshall

1993-01-01

This article describes assistive technologies for persons with learning disabilities, including word processing, spell checking, proofreading programs, outlining/"brainstorming" programs, abbreviation expanders, speech recognition, speech synthesis/screen review, optical character recognition systems, personal data managers, free-form databases,…

Personality Types, Learning Styles, and Educational Goals.

ERIC Educational Resources Information Center

Miller, Alan

1991-01-01

Outlines a new personality typology that provides a coherent system for construing and conducting research on learning styles. Discusses analytic, holistic, objective, and subjective styles as the affect versatility. Presents implications for educational goals, such as determining which students can benefit from stylistic versatility and which…

Interoperability in Personalized Adaptive Learning

ERIC Educational Resources Information Center

Aroyo, Lora; Dolog, Peter; Houben, Geert-Jan; Kravcik, Milos; Naeve, Ambjorn; Nilsson, Mikael; Wild, Fridolin

2006-01-01

Personalized adaptive learning requires semantic-based and context-aware systems to manage the Web knowledge efficiently as well as to achieve semantic interoperability between heterogeneous information resources and services. The technological and conceptual differences can be bridged either by means of standards or via approaches based on the…

Six Stages for Learning To Use Technology.

ERIC Educational Resources Information Center

Russell, Anne L.

Learning to use technology can be traumatic for adults. This study is qualitative and based on personal e-mail diaries written by adult learners. It identifies six stages adults may go through as they learn to use technology to communicate electronically. Initially, 30 teachers studying in a post-graduate university course were involved in a…

Individualization of Foreign Language Teaching through Adaptive eLearning

ERIC Educational Resources Information Center

Kostolanyova, Katerina; Nedbalova, Stepanka

2017-01-01

Lifelong learning has become an essential part of each profession. For this reason, personalized and adaptive learning has been drawing attention of professionals in the field of formal as well as informal education in the last few years. The effort has been made to design adaptive study supports regarding students' requirements, abilities and…

Teaching Conceptually Oriented Social Science Education Programs in the Elementary School.

ERIC Educational Resources Information Center

Mahlios, Marc C.

Approaches to elementary social studies education that focus on concept and inquiry learning are outlined. The basic goal of the teacher in concept teaching is to aid the student in developing relationships among factual learning, conceptualization, and personal behavior. Learning activities should focus on the process concept (i.e., one that is…

Designing an e-Portfolio for Assurance of Learning Focusing on Adoptability and Learning Analytics

ERIC Educational Resources Information Center

Oliver, Beverley; Whelan, Barbara

2011-01-01

The "Assurance of Learning for Graduate Employability" framework is a quality assurance model for curriculum enhancement for graduate employability, enabling graduates to achieve "the skills, understandings and personal attributes that make [them] more likely to secure employment and be successful in their chosen occupations to the…

Test and Evaluation of a Course Designed for Mobile Learning. ZIFF Papiere.

ERIC Educational Resources Information Center

Strohlein, Georg; Fritsch, Helmut

This report contains two parts: "Part I: Design and Implementation" (Georg Strohlein) and "Part II: Student Usage" (Helmut Fritsch). Part I describes the development and practical use of a short course on descriptive statistics designed for mobile learning (i.e., the situation when the learning person is mobile and utilizes…

Strategy Approach for eLearning 2.0 Deployment in Universities

ERIC Educational Resources Information Center

Casquero, Oskar; Portillo, Javier; Ovelar, Ramon; Romo, Jesus; Benito, Manuel

2010-01-01

The institutionally powered Personal Learning Environment (iPLE) constitutes our vision of how Web 2.0 technologies, people arrangement and data sharing could be applied for delivering open, flexible, distributed and learner-centred learning environments to university members. Based on the iPLE, this paper explores a strategy approach that…

Social Intelligence in a Human-Machine Collaboration System

NASA Astrophysics Data System (ADS)

Nakajima, Hiroshi; Morishima, Yasunori; Yamada, Ryota; Brave, Scott; Maldonado, Heidy; Nass, Clifford; Kawaji, Shigeyasu

In this information society of today, it is often argued that it is necessary to create a new way of human-machine interaction. In this paper, an agent with social response capabilities has been developed to achieve this goal. There are two kinds of information that is exchanged by two entities: objective and functional information (e.g., facts, requests, states of matters, etc.) and subjective information (e.g., feelings, sense of relationship, etc.). Traditional interactive systems have been designed to handle the former kind of information. In contrast, in this study social agents handling the latter type of information are presented. The current study focuses on sociality of the agent from the view point of Media Equation theory. This article discusses the definition, importance, and benefits of social intelligence as agent technology and argues that social intelligence has a potential to enhance the user's perception of the system, which in turn can lead to improvements of the system's performance. In order to implement social intelligence in the agent, a mind model has been developed to render affective expressions and personality of the agent. The mind model has been implemented in a human-machine collaborative learning system. One differentiating feature of the collaborative learning system is that it has an agent that performs as a co-learner with which the user interacts during the learning session. The mind model controls the social behaviors of the agent, thus making it possible for the user to have more social interactions with the agent. The experiment with the system suggested that a greater degree of learning was achieved when the students worked with the co-learner agent and that the co-learner agent with the mind model that expressed emotions resulted in a more positive attitude toward the system.

A technology-assisted learning setup as assessment supplement for three persons with a diagnosis of post-coma vegetative state and pervasive motor impairment.

PubMed

Lancioni, Giulio E; Singh, Nirbhay N; O'Reilly, Mark F; Sigafoos, Jeff; Buonocunto, Francesca; Sacco, Valentina; Colonna, Fabio; Navarro, Jorge; Lanzilotti, Crocifissa; Bosco, Andrea; Megna, Gianfranco; De Tommaso, Marina

2009-01-01

Post-coma persons in an apparent condition of vegetative state and pervasive motor impairment pose serious problems in terms of assessment and intervention options. A technology-based learning assessment procedure might serve for them as a diagnostic supplement with possible implications for rehabilitation intervention. The learning assessment procedure adopted in this study relied on hand-closure and eye-blinking responses and on microswitch technology to detect such responses and to present stimuli. Three participants were involved in the study. The technology consisted of a touch/pressure sensor fixed on the hand or an optic sensor mounted on an eyeglasses' frame, which were combined with a control system linked to stimulus sources. The study adopted an ABABCB sequence, in which A represented baseline periods, B intervention periods with stimuli contingent on the responses, and C a control condition with stimuli presented non-contingently. Data showed that the level of responding during the B phases was significantly higher than the levels observed during the A phases as well as the C phase for two of the three participants (i.e., indicating clear signs of learning by them). Learning might be deemed to represent basic levels of knowledge/consciousness. Thus, detecting signs of learning might help one revise a previous diagnosis of vegetative state with wide implications for rehabilitation perspectives.

E-Learning, State and Educational System in Middle East Countries

ERIC Educational Resources Information Center

Rashidi, Hamid; Arani, Abbas Madandar; Kakia, Lida

2012-01-01

E-learning has provided men with new opportunities in teaching-learning procedures. A historical review of educational systems literature reveals that e-learning has spread out among people much faster than any other learning methods. E-learning as a state-of-the-art technology, has caused great innovations in materials development in those…

Measuring the learning capacity of organisations: development and factor analysis of the Questionnaire for Learning Organizations.

PubMed

Oudejans, S C C; Schippers, G M; Schramade, M H; Koeter, M W J; van den Brink, W

2011-04-01

To investigate internal consistency and factor structure of a questionnaire measuring learning capacity based on Senge's theory of the five disciplines of a learning organisation: Personal Mastery, Mental Models, Shared Vision, Team Learning, and Systems Thinking. Cross-sectional study. Substance-abuse treatment centres (SATCs) in The Netherlands. A total of 293 SATC employees from outpatient and inpatient treatment departments, financial and human resources departments. Psychometric properties of the Questionnaire for Learning Organizations (QLO), including factor structure, internal consistency, and interscale correlations. A five-factor model representing the five disciplines of Senge showed good fit. The scales for Personal Mastery, Shared Vision and Team Learning had good internal consistency, but the scales for Systems Thinking and Mental Models had low internal consistency. The proposed five-factor structure was confirmed in the QLO, which makes it a promising instrument to assess learning capacity in teams. The Systems Thinking and the Mental Models scales have to be revised. Future research should be aimed at testing criterion and discriminatory validity.

Nurses' perceptions of e-portfolio use for on-the-job training in Taiwan.

PubMed

Tsai, Pei-Rong; Lee, Ting-Ting; Lin, Hung-Ru; Lee-Hsieh, Jane; Mills, Mary Etta

2015-01-01

Electronic portfolios can be used to record user performance and achievements. Currently, clinical learning systems and in-service education systems lack integration of nurses' clinical performance records with their education or training outcomes. For nurses with less than 2 years' work experience (nursing postgraduate year), use of an electronic portfolio is essential. This study aimed to assess the requirements of using electronic portfolios in continuing nursing education for clinical practices. Fifteen nurses were recruited using a qualitative purposive sampling approach between April 2013 and May 2013. After obtaining participants' consent, data were collected in a conference room of the study hospital by one-on-one semistructured in-depth interviews. Through data analyses, the following five main themes related to electronic learning portfolios were identified: instant access to in-service education information, computerized nursing postgraduate year training manual, diversity of system functions and interface designs, need for sufficient computers, and protection of personal documents. Because electronic portfolios are beginning to be used in clinical settings, a well-designed education information system not only can meet the needs of nurses but also can facilitate their learning progress.

The first Italian doctorate (PhD Course) in Physics Education Research

NASA Astrophysics Data System (ADS)

Michelini, Marisa; Santi, Lorenzo

2008-05-01

The first PhD Italian course in Physics Education Research in Udine aims to qualify young researchers and teachers coming from all the Italian groups of research in the field. It becomes a context for developing research projects carried out following parallel research lines on: Teaching/Learning paths for didactic innovation, cognitive research, ICT for strategies to overcome conceptual knots in physics; E-learning for personalization; d) Computer on-line experiments and modelling; e) Teacher formation and training; f) Informal learning in science.

Access to, interest in and attitude toward e-learning for continuous education among Malaysian nurses.

PubMed

Chong, Mei Chan; Francis, Karen; Cooper, Simon; Abdullah, Khatijah Lim; Hmwe, Nant Thin Thin; Sohod, Salina

2016-01-01

Continuous nursing education (CNE) courses delivered through e-learning is believed to be an effective mode of learning for nurses. Implementation of e-learning modules requires pre-assessment of infrastructure and learners' characteristics. Understanding the learners' needs and their perspectives would facilitate effective e-learning delivery by addressing the underlying issues and providing necessary support to learners. The aim of this study was to examine access to computer and Internet facilities, interest in and preferences regarding e-learning, and attitudes toward e-learning among nurses in Peninsular Malaysia. The study utilized a cross-sectional descriptive survey. Government hospitals and community clinics in four main regions of Peninsular Malaysia. A total of 300 registered nurses. Data were collected using questionnaires, which consisted of demographic and background items and questions on access to computer and Internet facilities, interest and preferences in e-learning, and attitudes toward e-learning. Descriptive analysis and a chi-squared test were used to identify associations between variables. Most Malaysian nurses had access to a personal or home computer (85.3%, n=256) and computer access at work (85.3%, n=256). The majority had Internet access at home (84%, n=252) and at work (71.8%, n=215); however, average hours of weekly computer use were low. Most nurses (83%, n=249) did not have an e-learning experience but were interested in e-learning activities. Most nurses displayed positive attitudes toward e-learning. Average weekly computer use and interest in e-learning were positively associated with attitudes toward e-learning. Study findings suggest that organizational support is needed to promote accessibility of information and communications technology (ICT) facilities for Malaysian nurses to motivate their involvement in e-learning. Copyright © 2015. Published by Elsevier Ltd.

E-Learning System for Learning Virtual Circuit Making with a Microcontroller and Programming to Control a Robot

ERIC Educational Resources Information Center

Takemura, Atsushi

2015-01-01

This paper proposes a novel e-Learning system for learning electronic circuit making and programming a microcontroller to control a robot. The proposed e-Learning system comprises a virtual-circuit-making function for the construction of circuits with a versatile, Arduino microcontroller and an educational system that can simulate behaviors of…

A Personalization Effect in Multimedia Learning: Students Learn Better When Words Are in Conversational Style Rather Than Formal Style

ERIC Educational Resources Information Center

Mayer, Richard E.; Fennell, Sherry; Farmer, Lindsay; Campbell, Julie

2004-01-01

Students received a personalized or nonpersonalized version of a narrated animation explaining how the human respiratory system works. The narration for the nonpersonalized version was in formal style, whereas the narration for the personalized version was in conversational style in which "the" was changed to "your" in 12 places. In 3 experiments,…

Improved Academic Performance and Student Perceptions of Learning through Use of a Cell Phone-Based Personal Response System

ERIC Educational Resources Information Center

Ma, Sihui; Steger, Daniel G.; Doolittle, Peter E.; Stewart, Amanda C.

2018-01-01

Personal response systems, such as clickers, have been widely used to improve the effectiveness of teaching in various classroom settings. Although hand-held clicker response systems have been the subject of multiple prior studies, few studies have focused on the use of cell phone-based personal response system (CPPRS) specifically. This study…

Disjointed Ways, Disunified Means: Learning From America’s Struggle to Build an Afghan Nation

DTIC Science & Technology

2012-05-01

unify- ing the intelligence community with a new National Intelligence Director, and creating a network-based information -sharing system. The...no person shall be subject to a penalty for failing to comply with a collection of information if it does not display a currently valid OMB control... a monthly e-mail newsletter to update the national security community on the re- search of our analysts, recent and forthcoming publications, and

Behavioral Self-Control: Power to the Person.

ERIC Educational Resources Information Center

Mahoney, Michael J.; Thoresen, Carl E.

People's incessant struggles to exercise self-control have been hindered by their misconceptions about its nature. Self-control is viewed here as a complex behavior--i.e., as a sequence of specific acts influenced by conditions both internal and external to the person. A person can exercise self-control when he has learned how to manage these…

45 CFR 707.3 - Definitions.

Code of Federal Regulations, 2010 CFR

2010-10-01

... ON THE BASIS OF DISABILITY IN PROGRAMS OR ACTIVITIES CONDUCTED BY U.S. COMMISSION ON CIVIL RIGHTS... real or personal property. (e) Individual with disabilities means any person who has a physical or... mental retardation, organic brain syndrome, emotional or mental illness, and specific learning...

Still-to-video face recognition in unconstrained environments

NASA Astrophysics Data System (ADS)

Wang, Haoyu; Liu, Changsong; Ding, Xiaoqing

2015-02-01

Face images from video sequences captured in unconstrained environments usually contain several kinds of variations, e.g. pose, facial expression, illumination, image resolution and occlusion. Motion blur and compression artifacts also deteriorate recognition performance. Besides, in various practical systems such as law enforcement, video surveillance and e-passport identification, only a single still image per person is enrolled as the gallery set. Many existing methods may fail to work due to variations in face appearances and the limit of available gallery samples. In this paper, we propose a novel approach for still-to-video face recognition in unconstrained environments. By assuming that faces from still images and video frames share the same identity space, a regularized least squares regression method is utilized to tackle the multi-modality problem. Regularization terms based on heuristic assumptions are enrolled to avoid overfitting. In order to deal with the single image per person problem, we exploit face variations learned from training sets to synthesize virtual samples for gallery samples. We adopt a learning algorithm combining both affine/convex hull-based approach and regularizations to match image sets. Experimental results on a real-world dataset consisting of unconstrained video sequences demonstrate that our method outperforms the state-of-the-art methods impressively.

Defining, Assessing, and Promoting E-Learning Success: An Information Systems Perspective

ERIC Educational Resources Information Center

Holsapple, Clyde W.; Lee-Post, Anita

2006-01-01

This research advances the understanding of how to define, evaluate, and promote e-learning success from an information systems perspective. It introduces the E-Learning Success Model, which posits that the overall success of an e-learning initiative depends on the attainment of success at each of the three stages of e-learning systems…

An Adaptive Scaffolding E-Learning System for Middle School Students' Physics Learning

ERIC Educational Resources Information Center

Chen, Ching-Huei

2014-01-01

This study presents a framework that utilizes cognitive and motivational aspects of learning to design an adaptive scaffolding e-learning system. It addresses scaffolding processes and conditions for designing adaptive scaffolds. The features and effectiveness of this adaptive scaffolding e-learning system are discussed and evaluated. An…

Artificial intelligent e-learning architecture

NASA Astrophysics Data System (ADS)

Alharbi, Mafawez; Jemmali, Mahdi

2017-03-01

Many institutions and university has forced to use e learning, due to its ability to provide additional and flexible solutions for students and researchers. E-learning In the last decade have transported about the extreme changes in the distribution of education allowing learners to access multimedia course material at any time, from anywhere to suit their specific needs. In the form of e learning, instructors and learners live in different places and they do not engage in a classroom environment, but within virtual universe. Many researches have defined e learning based on their objectives. Therefore, there are small number of e-learning architecture have proposed in the literature. However, the proposed architecture has lack of embedding intelligent system in the architecture of e learning. This research argues that unexplored potential remains, as there is scope for e learning to be intelligent system. This research proposes e-learning architecture that incorporates intelligent system. There are intelligence components, which built into the architecture.

The Implementation of E-learning System at UIN Sumatera Utara in Response to Technology Challenge in Education

NASA Astrophysics Data System (ADS)

Sayekti, Retno

2018-03-01

The objective of this study is to find out student patterns and perceptions of using a MOODLE-based e-learning system that was first used in 2014. The methodology involved was a survey to 165 respondents comprising of several classes of various subjects. This study investigates the intensity of student’s use of e-learning; time choice; justification of time choice; span of time in using e-learning; choice of access place; medium or devices used to access e-learning; and activities conducted in e-learning. In terms of students’ perspectives, the author tried to find out students thought and feeling in using e-learning. Finally, the finding suggests that students tend to use various devices to access e-learning in any place that provide speed internet access. This study also revealed that most of students feel that the learning process becomes more effective and efficient by using e-learning compared to the traditional learning system in class.

Successful Implementation of a Computer-Supported Collaborative Learning System in Teaching E-Commerce

ERIC Educational Resources Information Center

Ngai, E. W. T.; Lam, S. S.; Poon, J. K. L.

2013-01-01

This paper describes the successful application of a computer-supported collaborative learning system in teaching e-commerce. The authors created a teaching and learning environment for 39 local secondary schools to introduce e-commerce using a computer-supported collaborative learning system. This system is designed to equip students with…

Contextualization in Perspective

ERIC Educational Resources Information Center

Son, Ji Y.; Goldstone, Robert L.

2009-01-01

Instruction abstracted from specific and concrete examples is frequently criticized for ignoring the context-dependent and perspectival nature of learning (e.g., Bruner, 1962, 1966; Greeno, 1997). Yet, in the effort to create personally interesting learning contexts, cognitive consequences have often been ignored. To examine what kinds of…

Nextgen Navy eLearning Tracking

DTIC Science & Technology

2014-12-01

ELEARNING TRACKING by William E. Miller December 2014 Thesis Advisor: Man-Tak Shing Co-Advisor: Arijit Das THIS PAGE INTENTIONALLY LEFT......Navy’s eLearning (NeL) computer-based learning system relies on a Learning Management System (LMS) for content delivery and tracking learning

Adaptable, Personalised E-Learning Incorporating Learning Styles

ERIC Educational Resources Information Center

Peter, Sophie E.; Bacon, Elizabeth; Dastbaz, Mohammad

2010-01-01

Purpose: The purpose of this paper is to discuss how learning styles and theories are currently used within personalised adaptable e-learning adaptive systems. This paper then aims to describe the e-learning platform iLearn and how this platform is designed to incorporate learning styles as part of the personalisation offered by the system.…

Advances in Web-Based Education: Personalized Learning Environments

ERIC Educational Resources Information Center

Magoulas, George, Ed.; Chen, Sherry, Ed.

2006-01-01

Advances in technology are increasingly impacting the way in which curriculum is delivered and assessed. The emergence of the Internet has offered learners a new instructional delivery system that connects them with educational resources. "Advances in Web-Based Education: Personalized Learning Environments" covers a wide range of factors that…

Leave Her out of It: Person-Presentation of Strategies is Harmful for Transfer.

PubMed

Riggs, Anne E; Alibali, Martha W; Kalish, Charles W

2015-11-01

A common practice in textbooks is to introduce concepts or strategies in association with specific people. This practice aligns with research suggesting that using "real-world" contexts in textbooks increases students' motivation and engagement. However, other research suggests this practice may interfere with transfer by distracting students or leading them to tie new knowledge too closely to the original learning context. The current study investigates the effects on learning and transfer of connecting mathematics strategies to specific people. A total of 180 college students were presented with an example of a problem-solving strategy that was either linked with a specific person (e.g., "Juan's strategy") or presented without a person. Students who saw the example without a person were more likely to correctly transfer the novel strategy to new problems than students who saw the example presented with a person. These findings are the first evidence that using people to present new strategies is harmful for learning and transfer. Copyright © 2015 Cognitive Science Society, Inc.

Navigation Support and Social Visualization for Personalized E-Learning

ERIC Educational Resources Information Center

Hsiao, I-Han

2012-01-01

A large number of educational resources is now made available on the Web to support both regular classroom learning and online learning. However, the abundance of available content produced at least two problems: how to help students to find the most appropriate resources and how to engage them into using these resources and benefit from them.…

Personality Traits and Performance in Online Game-Based Learning: Collaborative versus Individual Settings

ERIC Educational Resources Information Center

Lara, Miguel Angel

2013-01-01

Extant research indicates that, in face-to-face settings, cooperative learning and game-based learning strategies can be effective. However, in online settings (e.g., in distance education), there is a paucity of research in this area. This study was designed to investigate performance and attitudes of university students who played an educational…

Web 2.0 Technologies and the Spirit of Online Learning

ERIC Educational Resources Information Center

Wang, Victor C. X; Bryan, Valerie; Steinke, Krista

2013-01-01

There are many definitions of learning, all reflecting the academic specialties from which the study is conducted: 1. the process of acquiring knowledge, skills, attitudes, values, beliefs, emotions, senses, etc.; 2. the sum total of the process of acquiring knowledge, skills etc, e.g., a learned person; and 3. sometimes, wrongly used as a synonym…

Building the Future of Learning

ERIC Educational Resources Information Center

Watson, Les

2007-01-01

Could it be that in our excitement about e-learning we forgot about buildings? With the advent of the personal computer and ubiquitous networks were we enticed into thinking that they would suffice and learning would follow removing the need for places and communities for learners? We now seem to have woken up, however, as there is an enormous…

The Effectiveness of E-Learning Systems: A Review of the Empirical Literature on Learner Control

ERIC Educational Resources Information Center

Sorgenfrei, Christian; Smolnik, Stefan

2016-01-01

E-learning systems are considerably changing education and organizational training. With the advancement of online-based learning systems, learner control over the instructional process has emerged as a decisive factor in technology-based forms of learning. However, conceptual work on the role of learner control in e-learning has not advanced…

Perspectives of mobile learning in optics and photonics

NASA Astrophysics Data System (ADS)

Curticapean, Dan; Christ, Andreas; Feißt, Markus

2010-08-01

Mobile learning (m-learning) can be considered as a new paradigm of e-learning. The developed solution enables the presentation of animations and 3D virtual reality (VR) on mobile devices and is well suited for mobile learning. Difficult relations in physics as well as intricate experiments in optics can be visualised on mobile devices without need for a personal computer. By outsourcing the computational power to a server, the coverage is worldwide.

Multiplatform E-Learning Systems and Technologies: Mobile Devices for Ubiquitous ICT-Based Education

ERIC Educational Resources Information Center

Goh, Tiong Thye, Ed.

2010-01-01

Multiplatform e-learning systems are emerging technologies that provide integrated learning content to various accessing devices. This book addresses technical challenges, design frameworks, and development experiences of the future that integrate multiple mobile devices into a single multiplatform e-learning system. With expert international…

Exploring Moodle Functionality for Managing Open Distance Learning E-Assessments

ERIC Educational Resources Information Center

Koneru, Indira

2017-01-01

Current and emerging technologies enable Open Distance Learning (ODL) institutions integrate e-Learning in innovative ways and add value to the existing teaching-learning and assessment processes. ODL e-Assessment systems have evolved from Computer Assisted/Aided Assessment (CAA) systems through intelligent assessment and feedback systems.…

Ranking Highlights in Personal Videos by Analyzing Edited Videos.

PubMed

Sun, Min; Farhadi, Ali; Chen, Tseng-Hung; Seitz, Steve

2016-11-01

We present a fully automatic system for ranking domain-specific highlights in unconstrained personal videos by analyzing online edited videos. A novel latent linear ranking model is proposed to handle noisy training data harvested online. Specifically, given a targeted domain such as "surfing," our system mines the YouTube database to find pairs of raw and their corresponding edited videos. Leveraging the assumption that an edited video is more likely to contain highlights than the trimmed parts of the raw video, we obtain pair-wise ranking constraints to train our model. The learning task is challenging due to the amount of noise and variation in the mined data. Hence, a latent loss function is incorporated to mitigate the issues caused by the noise. We efficiently learn the latent model on a large number of videos (about 870 min in total) using a novel EM-like procedure. Our latent ranking model outperforms its classification counterpart and is fairly competitive compared with a fully supervised ranking system that requires labels from Amazon Mechanical Turk. We further show that a state-of-the-art audio feature mel-frequency cepstral coefficients is inferior to a state-of-the-art visual feature. By combining both audio-visual features, we obtain the best performance in dog activity, surfing, skating, and viral video domains. Finally, we show that impressive highlights can be detected without additional human supervision for seven domains (i.e., skating, surfing, skiing, gymnastics, parkour, dog activity, and viral video) in unconstrained personal videos.

E-learning courses in epilepsy--concept, evaluation, and experience with the e-learning course "genetics of epilepsies".

PubMed

Wehrs, Verena Hézser-V; Pfäfflin, Margarete; May, Theodor W

2007-05-01

To evaluate the efficacy of the e-learning course "Genetics of Epilepsies" and to assess the experiences of the participants and e-moderators with this new approach. Prospective, controlled study with waiting group (control group, n = 18) and e-learning group (n = 20). The control group got the same reference literature list as the e-learning group. Both groups were assessed twice: The e-learning group before and after the course; the control group was assessed at the same times. increase in knowledge about genetics of epilepsies using questionnaires based on items formulated by experts (internal consistency, Cronbach's alpha = 0.86). Main hypothesis: greater increase of knowledge in the e-learning group compared to control group. assessment of the educational course and learning environment by participants and by tutors/e-moderators. Significant time x group interaction and group effect (ANOVA, each p < 0.01) with regard to knowledge. At baseline, the groups did not differ with respect to knowledge about genetics of epilepsy. In contrast to the control group, the increase of knowledge in the e-learning group was highly significant (p < 0.001). The majority of the participants of the e-learning course was content with their personal learning process (75% agree, 15% strongly agree). Most of them reported a gain in competence in the treatment and counseling of people with epilepsy (38.9% agree, 50% strongly agree). All participants would recommend this course to others and all but one participant are interested in other e-learning courses. The study indicates e-learning courses are an appropriate tool to improve knowledge of physicians in genetics of epilepsy.

Some Aspects of Computer-Supported Teaching When Teaching Bachelors

ERIC Educational Resources Information Center

Svetsky, Stefan; Moravcik, Oliver; Schreiber, Peter; Stefankova, Jana

2013-01-01

The state of the art of TEL (technology-enhanced learning) is characterised by a technological-driven approach. Learning management systems or learning courses for management systems are mentioned as frequently used basic tools for this purpose. However, these Internet technologies are not suitable for the personalized support of teachers on…

An Instructional and Collaborative Learning System with Content Recommendation

ERIC Educational Resources Information Center

Zheng, Xiang-wei; Ma, Hong-wei; Li, Yan

2013-01-01

With the rapid development of Internet, e-learning has become a new teaching and learning mode. However, lots of e-learning systems deployed on Internet are just electronic learning materials with very limited interactivity and diagnostic capability. This paper presents an integrated e-learning environment named iCLSR. Firstly, iCLSR provides an…

Personalized Virtual Learning Environment from the Detection of Learning Styles

ERIC Educational Resources Information Center

Martínez Cartas, M. L.; Cruz Pérez, N.; Deliche Quesada, D.; Mateo Quero, S.

2013-01-01

Through the previous detection of existing learning styles in a classroom, a Virtual Learning Environment (VLE) has been designed for students of several Engineering degrees, using the Learning Management System (LMS) utilized in the University of Jaen, ILIAS. Learning styles of three different Knowledge Areas; Chemical Engineering, Materials…

Identifying Information Behavior in Information Search and Retrieval through Learning Activities Using an E-learning Platform Case: Interamerican School of Library and Information Science at the University of Antioquia (Medellin-Colombia)

ERIC Educational Resources Information Center

Tirado, Alejandro Uribe; Munoz, Wilson Castano

2011-01-01

This text presents the future of librarian education as exemplified by the Interamerican School of Library and Information Science at the University of Antioquia (Medellin-Colombia), using an online learning platform-LMS (Moodle) and through different personalized and collaborative learning activities and tools that help students identify their…

Validating the Satisfaction and Continuance Intention of E-Learning Systems: Combining TAM and IS Success Models

ERIC Educational Resources Information Center

Lin, Tung-Cheng; Chen, Ching-Jen

2012-01-01

Many e-learning studies have evaluated learning attitudes and behaviors, based on TAM. However, a successful e-learning system (ELS) should take both system and information quality into account by applying ISM developed by Delone and McLean. In addition, the acceptance for information system depends on the perceived usefulness and ease of use…

The New Technologies in Mathematics: A Personal History of 30 Years

ERIC Educational Resources Information Center

de la Villa, Agustín; García, Alfonsa; García, Francisco; Rodríguez, Gerardo

2017-01-01

A personal overview about the use of new technologies for teaching and learning mathematics is given in this paper. We analyse the introduction of Computer Algebra Systems with learning purposes, reviewing different frameworks and didactical resources, some of them generated according the philosophy of the European Area of Higher Education.…

A Semantic Approach to Intelligent and Personal Tutoring System

ERIC Educational Resources Information Center

Sette, Maria

2017-01-01

Cyberlearning presents numerous challenges such as the lack of personal and assessment-driven learning, how students are often puzzled by the lack of instructor guidance and feedback, the huge volume of diverse learning materials, and the inability to zoom in from the general concepts to the more specific ones, or vice versa. Intelligent tutoring…

The Impact of CMS Quality on the Outcomes of E-Learning Systems in Higher Education: An Empirical Study

ERIC Educational Resources Information Center

Kim, Kihyun; Trimi, Silvana; Park, Hyesung; Rhee, Shanggeun

2012-01-01

Course Management Systems (CMSs) in higher education have emerged as one of the most widely adopted e-learning platforms. This study examines the success of e-learning CMSs based on user satisfaction and benefits. Using DeLone and McLean's information system success model as a theoretical framework, we analyze the success of e-learning CMSs in…

Experiences with establishing and implementing learning management system and computer-based test system in medical college.

PubMed

Park, Joo Hyun; Son, Ji Young; Kim, Sun

2012-09-01

The purpose of this study was to establish an e-learning system to support learning in medical education and identify solutions for improving the system. A learning management system (LMS) and computer-based test (CBT) system were established to support e-learning for medical students. A survey of 219 first- and second-grade medical students was administered. The questionnaire included 9 forced choice questions about the usability of system and 2 open-ended questions about necessary improvements to the system. The LMS consisted of a class management, class evaluation, and class attendance system. CBT consisted of a test management, item bank, and authoring tool system. The results of the survey showed a high level of satisfaction in all system usability items except for stability. Further, the advantages of the e-learning system were ensuring information accessibility, providing constant feedback, and designing an intuitive interface. Necessary improvements to the system were stability, user control, readability, and diverse device usage. Based on the findings, suggestions for developing an e-learning system to improve usability by medical students and support learning effectively are recommended.

E-Learning System for Design and Construction of Amplifier Using Transistors

ERIC Educational Resources Information Center

Takemura, Atsushi

2014-01-01

This paper proposes a novel e-Learning system for the comprehensive understanding of electronic circuits with transistors. The proposed e-Learning system allows users to learn a wide range of topics, encompassing circuit theories, design, construction, and measurement. Given the fact that the amplifiers with transistors are an integral part of…

An Architecture for Online Laboratory E-Learning System

ERIC Educational Resources Information Center

Duan, Bing; Hosseini, Habib Mir M.; Ling, Keck Voon; Gay, Robert Kheng Leng

2006-01-01

Internet-based learning systems, or e-learning, are widely available in institutes, universities, and industrial companies, hosting regular or continuous education programs. The dream of teaching and learning from anywhere and at anytime becomes a reality due to the construction of e-learning infrastructure. Traditional teaching materials and…

29 CFR 1904.39 - Reporting fatalities and multiple hospitalization incidents to OSHA.

Code of Federal Regulations, 2010 CFR

2010-07-01

... machine, faxing the area office, or sending an e-mail? No, if you can't talk to a person at the Area... incident. (7) What if I don't learn about an incident right away? If you do not learn of a reportable...

29 CFR 1904.39 - Reporting fatalities and multiple hospitalization incidents to OSHA.

Code of Federal Regulations, 2011 CFR

2011-07-01

... machine, faxing the area office, or sending an e-mail? No, if you can't talk to a person at the Area... incident. (7) What if I don't learn about an incident right away? If you do not learn of a reportable...

29 CFR 1904.39 - Reporting fatalities and multiple hospitalization incidents to OSHA.

Code of Federal Regulations, 2013 CFR

2013-07-01

... machine, faxing the area office, or sending an e-mail? No, if you can't talk to a person at the Area... incident. (7) What if I don't learn about an incident right away? If you do not learn of a reportable...

29 CFR 1904.39 - Reporting fatalities and multiple hospitalization incidents to OSHA.

Code of Federal Regulations, 2012 CFR

2012-07-01

... machine, faxing the area office, or sending an e-mail? No, if you can't talk to a person at the Area... incident. (7) What if I don't learn about an incident right away? If you do not learn of a reportable...

29 CFR 1904.39 - Reporting fatalities and multiple hospitalization incidents to OSHA.

Code of Federal Regulations, 2014 CFR

2014-07-01

... machine, faxing the area office, or sending an e-mail? No, if you can't talk to a person at the Area... incident. (7) What if I don't learn about an incident right away? If you do not learn of a reportable...

Using Games-Based eLearning Technologies in Overcoming Difficulties in Teaching Information Systems

ERIC Educational Resources Information Center

Connolly, Thomas; Stanfield, Mark

2006-01-01

The contributions of this research center on two major areas: delineation of a new model of distance education in which the authors identify three generations of eLearning; and examination of how eLearning and games-based eLearning technologies can be used to enrich the Information Systems (IS) learning experiences of students with different…

A Systemic View of the Learning and Differentiation of Scientific Concepts: The Case of Electric Current and Voltage Revisited

ERIC Educational Resources Information Center

Koponen, Ismo T.; Kokkonen, Tommi

2014-01-01

In learning conceptual knowledge in physics, a common problem is the incompleteness of a learning process, where students' personal, often undifferentiated concepts take on more scientific and differentiated form. With regard to such concept learning and differentiation, this study proposes a systemic view in which concepts are considered as…

An Adult Learner's Learning Style Should Inform but Not Limit Educational Choices

ERIC Educational Resources Information Center

Barry, Margot; Egan, Arlene

2018-01-01

Adult learners are attracted to learning opportunities (e.g. course offers) which seem promising in terms of allowing them to match their choices to their own perceived predispositions. To find out more about their personal learning style, some adult learners may fill in a questionnaire designed by researchers who aim (and claim) to enable both…

Dynamic Educational e-Content Selection Using Multiple Criteria in Web-Based Personalized Learning Environments.

ERIC Educational Resources Information Center

Manouselis, Nikos; Sampson, Demetrios

This paper focuses on the way a multi-criteria decision making methodology is applied in the case of agent-based selection of offered learning objects. The problem of selection is modeled as a decision making one, with the decision variables being the learner model and the learning objects' educational description. In this way, selection of…

TEACH-M: A pilot study evaluating an instructional sequence for persons with impaired memory and executive functions.

PubMed

Ehlhardt, L A; Sohlberg, M M; Glang, A; Albin, R

2005-08-10

The purpose of this pilot study was to evaluate an instructional package that facilitates learning and retention of multi-step procedures for persons with severe memory and executive function impairments resulting from traumatic brain injury. The study used a multiple baseline across participants design. Four participants, two males and two females, ranging in age from 36-58 years, were taught a 7-step e-mail task. The instructional package (TEACH-M) was the experimental intervention and the number of correct e-mail steps learned was the dependent variable. Treatment effects were replicated across the four participants and maintained at 30 days post-treatment. Generalization and social validity data further supported the treatment programme. The results suggest that individuals with severe cognitive impairments are capable of learning new skills. Directions for future research include application of the instructional package to other multi-step procedures.

E-learning for grass-roots emergency public health personnel: Preliminary lessons from a national program in China.

PubMed

Xu, Wangquan; Jiang, Qicheng; Qin, Xia; Fang, Guixia; Hu, Zhi

2016-07-19

In China, grass-roots emergency public health personnel have relatively limited emergency response capabilities and they are constantly required to update their professional knowledge and skills due to recurring and new public health emergencies. However, professional training, a principal solution to this problem, is inadequate because of limitations in manpower and financial resources at grass-roots public health agencies. In order to provide a cost-effective and easily expandable way for grass-roots personnel to acquire knowledge and skills, the National Health Planning Commission of China developed an emergency response information platform and provided trial access to this platform in Anhui and Heilongjiang provinces in China. E-learning was one of the modules of the platform and this paper has focused on an e-learning pilot program. Results indicated that e-learning had satisfactorily improved the knowledge and ability of grass-roots emergency public health personnel, and the program provided an opportunity to gain experience in e-course design and implementing e-learning. Issues such as the lack of personalized e-courses and the difficulty of evaluating the effectiveness of e-learning are topics for further study.

Selective Transfer Machine for Personalized Facial Action Unit Detection

PubMed Central

Chu, Wen-Sheng; De la Torre, Fernando; Cohn, Jeffery F.

2014-01-01

Automatic facial action unit (AFA) detection from video is a long-standing problem in facial expression analysis. Most approaches emphasize choices of features and classifiers. They neglect individual differences in target persons. People vary markedly in facial morphology (e.g., heavy versus delicate brows, smooth versus deeply etched wrinkles) and behavior. Individual differences can dramatically influence how well generic classifiers generalize to previously unseen persons. While a possible solution would be to train person-specific classifiers, that often is neither feasible nor theoretically compelling. The alternative that we propose is to personalize a generic classifier in an unsupervised manner (no additional labels for the test subjects are required). We introduce a transductive learning method, which we refer to Selective Transfer Machine (STM), to personalize a generic classifier by attenuating person-specific biases. STM achieves this effect by simultaneously learning a classifier and re-weighting the training samples that are most relevant to the test subject. To evaluate the effectiveness of STM, we compared STM to generic classifiers and to cross-domain learning methods in three major databases: CK+ [20], GEMEP-FERA [32] and RU-FACS [2]. STM outperformed generic classifiers in all. PMID:25242877

Modified Navigation Instructions for Spatial Navigation Assistance Systems Lead to Incidental Spatial Learning

PubMed Central

Gramann, Klaus; Hoepner, Paul; Karrer-Gauss, Katja

2017-01-01

Spatial cognitive skills deteriorate with the increasing use of automated GPS navigation and a general decrease in the ability to orient in space might have further impact on independence, autonomy, and quality of life. In the present study we investigate whether modified navigation instructions support incidental spatial knowledge acquisition. A virtual driving environment was used to examine the impact of modified navigation instructions on spatial learning while using a GPS navigation assistance system. Participants navigated through a simulated urban and suburban environment, using navigation support to reach their destination. Driving performance as well as spatial learning was thereby assessed. Three navigation instruction conditions were tested: (i) a control group that was provided with classical navigation instructions at decision points, and two other groups that received navigation instructions at decision points including either (ii) additional irrelevant information about landmarks or (iii) additional personally relevant information (i.e., individual preferences regarding food, hobbies, etc.), associated with landmarks. Driving performance revealed no differences between navigation instructions. Significant improvements were observed in both modified navigation instruction conditions on three different measures of spatial learning and memory: subsequent navigation of the initial route without navigation assistance, landmark recognition, and sketch map drawing. Future navigation assistance systems could incorporate modified instructions to promote incidental spatial learning and to foster more general spatial cognitive abilities. Such systems might extend mobility across the lifespan. PMID:28243219

Personal Computers Help Gifted Students Work Smart. ERIC Digest #E483.

ERIC Educational Resources Information Center

Jones, Geoffrey

This digest considers the role of personal computers in the education of gifted students. There is evidence that students are working "smarter," whether they are learning and using more information, understanding key concepts and relationships better, or developing higher level thinking skills. Research findings concerning the specific…

Human likeness: cognitive and affective factors affecting adoption of robot-assisted learning systems

NASA Astrophysics Data System (ADS)

Yoo, Hosun; Kwon, Ohbyung; Lee, Namyeon

2016-07-01

With advances in robot technology, interest in robotic e-learning systems has increased. In some laboratories, experiments are being conducted with humanoid robots as artificial tutors because of their likeness to humans, the rich possibilities of using this type of media, and the multimodal interaction capabilities of these robots. The robot-assisted learning system, a special type of e-learning system, aims to increase the learner's concentration, pleasure, and learning performance dramatically. However, very few empirical studies have examined the effect on learning performance of incorporating humanoid robot technology into e-learning systems or people's willingness to accept or adopt robot-assisted learning systems. In particular, human likeness, the essential characteristic of humanoid robots as compared with conventional e-learning systems, has not been discussed in a theoretical context. Hence, the purpose of this study is to propose a theoretical model to explain the process of adoption of robot-assisted learning systems. In the proposed model, human likeness is conceptualized as a combination of media richness, multimodal interaction capabilities, and para-social relationships; these factors are considered as possible determinants of the degree to which human cognition and affection are related to the adoption of robot-assisted learning systems.

The Domains for the Multi-Criteria Decisions about E-Learning Systems

ERIC Educational Resources Information Center

Uysal, Murat Pasa

2012-01-01

Developments in computer and information technologies continue to give opportunities for designing advanced E-learning systems while entailing objective and technical evaluation methodologies. Design and development of E-learning systems require time-consuming and labor-intensive processes; therefore any decision about these systems and their…

Developmental Systems of Students' Personal Theories about Education

ERIC Educational Resources Information Center

Barger, Michael M.; Linnenbrink-Garcia, Lisa

2017-01-01

Children hold many personal theories about education: theories about themselves, knowledge, and the learning process. Personal theories help children predict what their actions will cause, and therefore relate to motivation, self-regulation, and achievement. Researchers typically examine how specific types of personal theories develop…

Computer Self-Efficacy and Factors Influencing E-Learning Effectiveness

ERIC Educational Resources Information Center

Chien, Tien-Chen

2012-01-01

Purpose: The purpose of this study is to investigate the influences of system and instructor factors on e-learning effectiveness under the interactions of computer self-efficacy. In this study, the factors of the e-learning system are functionality, interaction, and response. The factors of the e-learning instructor are attitude, technical skills,…

ELE: An Ontology-Based System Integrating Semantic Search and E-Learning Technologies

ERIC Educational Resources Information Center

Barbagallo, A.; Formica, A.

2017-01-01

ELSE (E-Learning for the Semantic ECM) is an ontology-based system which integrates semantic search methodologies and e-learning technologies. It has been developed within a project of the CME (Continuing Medical Education) program--ECM (Educazione Continua nella Medicina) for Italian participants. ELSE allows the creation of e-learning courses…

LMS in university for in-class education: Synergy of free software, competitive approach and social networks technology

NASA Astrophysics Data System (ADS)

Radygin, V. Y.; Lukyanova, N. V.; Kupriyanov, D. Yu.

2017-01-01

Transformation of learning management systems over last two decades was investigated. The features of using e-learning systems for in-class education were discussed. The necessity of integration e-learning system with the student performance controlling system was shown. The influence of choice of student ranking system on students' motivation was described. The own way to choice of e-learning system design principles and technologies were suggested.

E-Learning System of Asia through Open Courseware (OCW) and Educational Resources (OER) for Universal Access to Knowledge and Information

ERIC Educational Resources Information Center

Kayal, Soumen; Das, Baisakhi

2017-01-01

One of the most impressive uses of information and communication technology is the advent of e-learning. The current E-learning system mainly plays a role of learning assistance such as providing learning content or learning information, and sometime it provides channels or platform in the learning environment for discussion and interaction. In…

The Effectiveness of SDMs in the Development of E-Learning Systems in South Africa

ERIC Educational Resources Information Center

van Aswegen, Kobus; Huisman, Magda; Taylor, Estelle

2014-01-01

E-learning systems, or learning management systems, as it is known in the field, sit at the heart of educational systems and are used to systematically deliver on-line content and facilitate the learning experience around that content. It becomes essential to ensure that Learning Management Systems of a high standard are being developed. In the…

Evaluating the Reliability and Impact of a Quality Assurance System for E-Learning Courseware

ERIC Educational Resources Information Center

Sung, Yao-Ting; Chang, Kuo-En; Yu, Wen-Cheng

2011-01-01

Assuring e-learning quality is of interest worldwide. This paper introduces the methods of e-learning courseware quality assurance (a quality certification system) adopted by the eLQSC (e-Learning Quality Service Centre) in Taiwan. A sequential/explanatory design with a mixed methodology was used to gather research data and conduct data analyses.…

“SmartMonitor” — An Intelligent Security System for the Protection of Individuals and Small Properties with the Possibility of Home Automation

PubMed Central

Frejlichowski, Dariusz; Gościewska, Katarzyna; Forczmański, Paweł; Hofman, Radosław

2014-01-01

“SmartMonitor” is an intelligent security system based on image analysis that combines the advantages of alarm, video surveillance and home automation systems. The system is a complete solution that automatically reacts to every learned situation in a pre-specified way and has various applications, e.g., home and surrounding protection against unauthorized intrusion, crime detection or supervision over ill persons. The software is based on well-known and proven methods and algorithms for visual content analysis (VCA) that were appropriately modified and adopted to fit specific needs and create a video processing model which consists of foreground region detection and localization, candidate object extraction, object classification and tracking. In this paper, the “SmartMonitor” system is presented along with its architecture, employed methods and algorithms, and object analysis approach. Some experimental results on system operation are also provided. In the paper, focus is put on one of the aforementioned functionalities of the system, namely supervision over ill persons. PMID:24905854

Learning Styles, Online Content Usage and Exam Performance in a Mixed-Format Introductory Computer Information Systems Course

ERIC Educational Resources Information Center

Lang, Guido; O'Connell, Stephen D.

2015-01-01

We investigate the relationship between learning styles, online content usage and exam performance in an undergraduate introductory Computer Information Systems class comprised of both online video tutorials and in-person classes. Our findings suggest that, across students, (1) traditional learning style classification methodologies do not predict…

Integration of an Intelligent Tutoring System in a Course of Computer Network Design

ERIC Educational Resources Information Center

Verdú, Elena; Regueras, Luisa M.; Gal, Eran; de Castro, Juan P.; Verdú, María J.; Kohen-Vacs, Dan

2017-01-01

INTUITEL is a research project aiming to offer a personalized learning environment. The INTUITEL approach includes an Intelligent Tutoring System that gives students recommendations and feedback about what the best learning path is for them according to their profile, learning progress, context and environmental influences. INTUITEL combines…

Lifelong Learning as Transitional Learning

ERIC Educational Resources Information Center

Glastra, Folke J.; Hake, Barry J.; Schedler, Petra E.

2004-01-01

Globalization and individualization have radically changed both the economic system and the personal life world in industrial or postindustrial nation-states. To survive hypercompetition and volatile consumer choice, learning organizations and a workforce engaged in lifelong learning are needed. Constructing "the good life" has become an…

A Model for an Adaptive e-Learning Hypermedia System

ERIC Educational Resources Information Center

Mahnane, Lamia; Tayeb, Laskri Mohamed; Trigano, Philippe

2013-01-01

Recent years have shown increasing awareness for the importance of adaptivity in e-learning. Since the learning style of each learner is different. Adaptive e-learning hypermedia system (AEHS) must fit different learner's needs. A number of AEHS have been developed to support learning styles as a source for adaptation. However, these systems…

Ubiquitous English Learning System with Dynamic Personalized Guidance of Learning Portfolio

ERIC Educational Resources Information Center

Wu, Ting-Ting; Sung, Tien-Wen; Huang, Yueh-Min; Yang, Chu-Sing; Yang, Jin-Tan

2011-01-01

Situated learning has been recognized as an effective approach in enhancing learning impressions and experiences for students. Can we take advantage of situated learning in helping students who are not English native speakers to read English articles more effective? Can the effectiveness of situated learning be further promoted by individual…

Informal Workplace Learning among Nurses: Organisational Learning Conditions and Personal Characteristics That Predict Learning Outcomes

ERIC Educational Resources Information Center

Kyndt, Eva; Vermeire, Eva; Cabus, Shana

2016-01-01

Purpose: This paper aims to examine which organisational learning conditions and individual characteristics predict the learning outcomes nurses achieve through informal learning activities. There is specific relevance for the nursing profession because of the rapidly changing healthcare systems. Design/Methodology/Approach: In total, 203 nurses…

Learning SQL Programming with Interactive Tools: From Integration to Personalization

ERIC Educational Resources Information Center

Brusilovsky, Pete; Sosnovsky, Sergey; Yudelson, Michael V.; Lee, Danielle H.; Zadorozhny, Vladimir; Zhou, Xin

2010-01-01

Rich, interactive eLearning tools receive a lot of attention nowadays from both practitioners and researchers. However, broader dissemination of these tools is hindered by the technical difficulties of their integration into existing platforms. This article explores the technical and conceptual problems of using several interactive educational…

Transforming Physical Educators through Adventure-Based Learning

ERIC Educational Resources Information Center

Ressler, James Donald

2012-01-01

Adventure-based Learning (ABL) is the purposeful use of activities in sequence to improve personal and social development of participants (Cosgriff, 2000). ABL goes beyond instant activities (i.e. ice-breakers, cooperative games) to create an environment in which students enjoy the challenge while developing emotional and social competencies…

Suggestions for the Design of E-Learning Environments to Enhance Learner Self-Efficacy

ERIC Educational Resources Information Center

Hodges, Charles B.

2013-01-01

In this paper e-learning is used as an umbrella term for all types of learning involving technology. Graesser et al (2007) note that technologies for learning exist that allow for e-learning systems to be much more than information delivery systems, but "unfortunately, the learning strategies of most students are extremely limited, so the…

Physiotherapy students' perspectives of online e-learning for interdisciplinary management of chronic health conditions: a qualitative study.

PubMed

Gardner, Peter; Slater, Helen; Jordan, Joanne E; Fary, Robyn E; Chua, Jason; Briggs, Andrew M

2016-02-16

To qualitatively explore physiotherapy students' perceptions of online e-learning for chronic disease management using a previously developed, innovative and interactive, evidence-based, e-learning package: Rheumatoid Arthritis for Physiotherapists e-Learning (RAP-eL). Physiotherapy students participated in three focus groups in Perth, Western Australia. Purposive sampling was employed to ensure maximum heterogeneity across age, gender and educational background. To explore students' perspectives on the advantages and disadvantages of online e-learning, ways to enhance e-learning, and information/learning gaps in relation to interdisciplinary management of chronic health conditions, a semi-structured interview schedule was developed. Verbatim transcripts were analysed using inductive methods within a grounded theory approach to derive key themes. Twenty-three students (78 % female; 39 % with previous tertiary qualification) of mean (SD) age 23 (3.6) years participated. Students expressed a preference for a combination of both online e-learning and lecture-style learning formats for chronic disease management, citing flexibility to work at one's own pace and time, and access to comprehensive information as advantages of e-learning learning. Personal interaction and ability to clarify information immediately were considered advantages of lecture-style formats. Perceived knowledge gaps included practical application of interdisciplinary approaches to chronic disease management and developing and implementing physiotherapy management plans for people with chronic health conditions. Physiotherapy students preferred multi-modal and blended formats for learning about chronic disease management. This study highlights the need for further development of practically-oriented knowledge and skills related to interdisciplinary care for people with chronic conditions among physiotherapy students. While RAP-eL focuses on rheumatoid arthritis, the principles of learning apply to the broader context of chronic disease management.

Teaching Research Methods and Statistics in eLearning Environments: Pedagogy, Practical Examples, and Possible Futures

PubMed Central

Rock, Adam J.; Coventry, William L.; Morgan, Methuen I.; Loi, Natasha M.

2016-01-01

Generally, academic psychologists are mindful of the fact that, for many students, the study of research methods and statistics is anxiety provoking (Gal et al., 1997). Given the ubiquitous and distributed nature of eLearning systems (Nof et al., 2015), teachers of research methods and statistics need to cultivate an understanding of how to effectively use eLearning tools to inspire psychology students to learn. Consequently, the aim of the present paper is to discuss critically how using eLearning systems might engage psychology students in research methods and statistics. First, we critically appraise definitions of eLearning. Second, we examine numerous important pedagogical principles associated with effectively teaching research methods and statistics using eLearning systems. Subsequently, we provide practical examples of our own eLearning-based class activities designed to engage psychology students to learn statistical concepts such as Factor Analysis and Discriminant Function Analysis. Finally, we discuss general trends in eLearning and possible futures that are pertinent to teachers of research methods and statistics in psychology. PMID:27014147

Teaching Research Methods and Statistics in eLearning Environments: Pedagogy, Practical Examples, and Possible Futures.

PubMed

Rock, Adam J; Coventry, William L; Morgan, Methuen I; Loi, Natasha M

2016-01-01

Generally, academic psychologists are mindful of the fact that, for many students, the study of research methods and statistics is anxiety provoking (Gal et al., 1997). Given the ubiquitous and distributed nature of eLearning systems (Nof et al., 2015), teachers of research methods and statistics need to cultivate an understanding of how to effectively use eLearning tools to inspire psychology students to learn. Consequently, the aim of the present paper is to discuss critically how using eLearning systems might engage psychology students in research methods and statistics. First, we critically appraise definitions of eLearning. Second, we examine numerous important pedagogical principles associated with effectively teaching research methods and statistics using eLearning systems. Subsequently, we provide practical examples of our own eLearning-based class activities designed to engage psychology students to learn statistical concepts such as Factor Analysis and Discriminant Function Analysis. Finally, we discuss general trends in eLearning and possible futures that are pertinent to teachers of research methods and statistics in psychology.

Measuring Curricular Impact on Dental Hygiene Students' Transformative Learning.

PubMed

Springfield, Emily C; Smiler, Andrew P; Gwozdek, Anne E

2015-12-01

Previous research has suggested that transformative learning can be fostered in higher education by creating active learning experiences that are directly related to content taught, are personally engaging, and can stimulate reflection. The aim of this qualitative study was to assess changes experienced by students in an e-learning dental hygiene degree completion program beyond attainment of competence-changes that may be described as transformative learning. The data used were transcripts of focus groups that had been conducted with each of the first five cohorts of students to graduate from the program; a total of 30 of the 42 students in the five cohorts (71%) participated. Using their previously developed Transformation Rubric for Engaged Learning, the authors categorized focus group data to identify changes in students' confidence, pride, skills, perceptions of the world, and personal identity at the transformative and nontransformative levels. Every participant reported at least one change; overall, the students averaged 8.3 changes. The vast majority (84%) of these changes were transformative. Middle-performing students showed a disproportionately higher rate of transformational changes in the areas of confidence and pride. The e-learning program appeared to have had a significant transformative impact on students, but additional research on the effect on middle-performing students is warranted.

Development of an E-learning System for the Endoscopic Diagnosis of Early Gastric Cancer: An International Multicenter Randomized Controlled Trial.

PubMed

Yao, K; Uedo, N; Muto, M; Ishikawa, H; Cardona, H J; Filho, E C Castro; Pittayanon, R; Olano, C; Yao, F; Parra-Blanco, A; Ho, S H; Avendano, A G; Piscoya, A; Fedorov, E; Bialek, A P; Mitrakov, A; Caro, L; Gonen, C; Dolwani, S; Farca, A; Cuaresma, L F; Bonilla, J J; Kasetsermwiriya, W; Ragunath, K; Kim, S E; Marini, M; Li, H; Cimmino, D G; Piskorz, M M; Iacopini, F; So, J B; Yamazaki, K; Kim, G H; Ang, T L; Milhomem-Cardoso, D M; Waldbaum, C A; Carvajal, W A Piedra; Hayward, C M; Singh, R; Banerjee, R; Anagnostopoulos, G K; Takahashi, Y

2016-07-01

In many countries, gastric cancer is not diagnosed until an advanced stage. An Internet-based e-learning system to improve the ability of endoscopists to diagnose gastric cancer at an early stage was developed and was evaluated for its effectiveness. The study was designed as a randomized controlled trial. After receiving a pre-test, participants were randomly allocated to either an e-learning or non-e-learning group. Only those in the e-learning group gained access to the e-learning system. Two months after the pre-test, both groups received a post-test. The primary endpoint was the difference between the two groups regarding the rate of improvement of their test results. 515 endoscopists from 35 countries were assessed for eligibility, and 332 were enrolled in the study, with 166 allocated to each group. Of these, 151 participants in the e-learning group and 144 in the non-e-learning group were included in the analysis. The mean improvement rate (standard deviation) in the e-learning and non-e-learning groups was 1·24 (0·26) and 1·00 (0·16), respectively (P<0·001). This global study clearly demonstrated the efficacy of an e-learning system to expand knowledge and provide invaluable experience regarding the endoscopic detection of early gastric cancer (R000012039). Copyright © 2016 The Authors. Published by Elsevier B.V. All rights reserved.

Evaluation of an e-learning system for diagnosis of gastric lesions using magnifying narrow-band imaging: a multicenter randomized controlled study.

PubMed

Nakanishi, Hiroyoshi; Doyama, Hisashi; Ishikawa, Hideki; Uedo, Noriya; Gotoda, Takuji; Kato, Mototsugu; Nagao, Shigeaki; Nagami, Yasuaki; Aoyagi, Hiroyuki; Imagawa, Atsushi; Kodaira, Junichi; Mitsui, Shinya; Kobayashi, Nozomu; Muto, Manabu; Takatori, Hajime; Abe, Takashi; Tsujii, Masahiko; Watari, Jiro; Ishiyama, Shuhei; Oda, Ichiro; Ono, Hiroyuki; Kaneko, Kazuhiro; Yokoi, Chizu; Ueo, Tetsuya; Uchita, Kunihisa; Matsumoto, Kenshi; Kanesaka, Takashi; Morita, Yoshinori; Katsuki, Shinichi; Nishikawa, Jun; Inamura, Katsuhisa; Kinjo, Tetsu; Yamamoto, Katsumi; Yoshimura, Daisuke; Araki, Hiroshi; Kashida, Hiroshi; Hosokawa, Ayumu; Mori, Hirohito; Yamashita, Haruhiro; Motohashi, Osamu; Kobayashi, Kazuhiko; Hirayama, Michiaki; Kobayashi, Hiroyuki; Endo, Masaki; Yamano, Hiroo; Murakami, Kazunari; Koike, Tomoyuki; Hirasawa, Kingo; Miyaoka, Youichi; Hamamoto, Hidetaka; Hikichi, Takuto; Hanabata, Norihiro; Shimoda, Ryo; Hori, Shinichiro; Sato, Tadashi; Kodashima, Shinya; Okada, Hiroyuki; Mannami, Tomohiko; Yamamoto, Shojiro; Niwa, Yasumasa; Yashima, Kazuo; Tanabe, Satoshi; Satoh, Hiro; Sasaki, Fumisato; Yamazato, Tetsuro; Ikeda, Yoshiou; Nishisaki, Hogara; Nakagawa, Masahiro; Matsuda, Akio; Tamura, Fumio; Nishiyama, Hitoshi; Arita, Keiko; Kawasaki, Keisuke; Hoppo, Kazushige; Oka, Masashi; Ishihara, Shinichi; Mukasa, Michita; Minamino, Hiroaki; Yao, Kenshi

2017-10-01

Background and study aim  Magnifying narrow-band imaging (M-NBI) is useful for the accurate diagnosis of early gastric cancer (EGC). However, acquiring skill at M-NBI diagnosis takes substantial effort. An Internet-based e-learning system to teach endoscopic diagnosis of EGC using M-NBI has been developed. This study evaluated its effectiveness. Participants and methods  This study was designed as a multicenter randomized controlled trial. We recruited endoscopists as participants from all over Japan. After completing Test 1, which consisted of M-NBI images of 40 gastric lesions, participants were randomly assigned to the e-learning or non-e-learning groups. Only the e-learning group was allowed to access the e-learning system. After the e-learning period, both groups received Test 2. The analysis set was participants who scored < 80 % accuracy on Test 1. The primary end point was the difference in accuracy between Test 1 and Test 2 for the two groups. Results  A total of 395 participants from 77 institutions completed Test 1 (198 in the e-learning group and 197 in the non-e-learning group). After the e-learning period, all 395 completed Test 2. The analysis sets were e-learning group: n = 184; and non-e-learning group: n = 184. The mean Test 1 score was 59.9 % for the e-learning group and 61.7 % for the non-e-learning group. The change in accuracy in Test 2 was significantly higher in the e-learning group than in the non-e-learning group (7.4 points vs. 0.14 points, respectively; P  < 0.001). Conclusion This study clearly demonstrated the efficacy of the e-learning system in improving practitioners' capabilities to diagnose EGC using M-NBI.Trial registered at University Hospital Medical Information Network Clinical Trials Registry (UMIN000008569). © Georg Thieme Verlag KG Stuttgart · New York.

Using Students' Performance to Improve Ontologies for Intelligent E-Learning System

ERIC Educational Resources Information Center

Icoz, Kutay; Sanalan, Vehbi A.; Ozdemir, Esra Benli; Kaya, Sukru; Cakar, Mehmet Akif

2015-01-01

Ontologies have often been recommended for E-learning systems, but few efforts have successfully incorporated student data to represent knowledge conceptualizations. Defining key concepts and their relations between each other establishes the backbone of our E-learning system. The system guides an individual student through his/her course by…

Conversational Agents in E-Learning

NASA Astrophysics Data System (ADS)

Kerry, Alice; Ellis, Richard; Bull, Susan

This paper discusses the use of natural language or 'conversational' agents in e-learning environments. We describe and contrast the various applications of conversational agent technology represented in the e-learning literature, including tutors, learning companions, language practice and systems to encourage reflection. We offer two more detailed examples of conversational agents, one which provides learning support, and the other support for self-assessment. Issues and challenges for developers of conversational agent systems for e-learning are identified and discussed.

An Effective Profile Based Video Browsing System for e-Learning

ERIC Educational Resources Information Center

Premaratne, S. C.; Karunaratna, D. D.; Hewagamage, K. P.

2007-01-01

E-learning has acquired a prime place in many discussions recently. A number of research efforts around the world are trying to enhance education and training through improving e-learning facilities. This paper briefly explains one such attempt aimed at designing a system to support video clips in e-learning and explains how profiles of the…

E-Learning as New Method of Medical Education

PubMed Central

Masic, Izet

2008-01-01

CONFLICT OF INTEREST: NONE DECLARED Distance learning refers to use of technologies based on health care delivered on distance and covers areas such as electronic health, tele-health (e-health), telematics, telemedicine, tele-education, etc. For the need of e-health, telemedicine, tele-education and distance learning there are various technologies and communication systems from standard telephone lines to the system of transmission digitalized signals with modem, optical fiber, satellite links, wireless technologies, etc. Tele-education represents health education on distance, using Information Communication Technologies (ICT), as well as continuous education of a health system beneficiaries and use of electronic libraries, data bases or electronic data with data bases of knowledge. Distance learning (E-learning) as a part of tele-education has gained popularity in the past decade; however, its use is highly variable among medical schools and appears to be more common in basic medical science courses than in clinical education. Distance learning does not preclude traditional learning processes; frequently it is used in conjunction with in-person classroom or professional training procedures and practices. Tele-education has mostly been used in biomedical education as a blended learning method, which combines tele-education technology with traditional instructor-led training, where, for example, a lecture or demonstration is supplemented by an online tutorial. Distance learning is used for self-education, tests, services and for examinations in medicine i.e. in terms of self-education and individual examination services. The possibility of working in the exercise mode with image files and questions is an attractive way of self education. Automated tracking and reporting of learners’ activities lessen faculty administrative burden. Moreover, e-learning can be designed to include outcomes assessment to determine whether learning has occurred. This review article evaluates the current status and level of tele-education development in Bosnia and Herzegovina outlining its components, faculty development needs for implementation and the possibility of its integration as official learning standard in biomedical curricula in Bosnia and Herzegovina. Tele-education refers to the use of information and communication technologies (ICT) to enhance knowledge and performance. Tele-education in biomedical education is widely accepted in the medical education community where it is mostly integrated into biomedical curricula forming part of a blended learning strategy. There are many biomedical digital repositories of e-learning materials worldwide, some peer reviewed, where instructors or developers can submit materials for widespread use. First pilot project with the aim to introduce tele-education in biomedical curricula in Bosnia and Herzegovina was initiated by Department for Medical Informatics at Medical Faculty in Sarajevo in 2002 and has been developing since. Faculty member’s skills in creating tele-education differ from those needed for traditional teaching and faculty rewards must recognize this difference and reward the effort. Tele-education and use of computers will have an impact of future medical practice in a life long learning. Bologna process, which started last years in European countries, provide us to promote and introduce modern educational methods of education at biomedical faculties in Bosnia and Herzegovina. Cathedra of Medical informatics and Cathedra of Family medicine at Medical Faculty of University of Sarajevo started to use Web based education as common way of teaching of medical students. Satisfaction with this method of education within the students is good, but not yet suitable for most of medical disciplines at biomedical faculties in Bosnia and Herzegovina. PMID:24109154

E-learning as new method of medical education.

PubMed

Masic, Izet

2008-01-01

NONE DECLARED Distance learning refers to use of technologies based on health care delivered on distance and covers areas such as electronic health, tele-health (e-health), telematics, telemedicine, tele-education, etc. For the need of e-health, telemedicine, tele-education and distance learning there are various technologies and communication systems from standard telephone lines to the system of transmission digitalized signals with modem, optical fiber, satellite links, wireless technologies, etc. Tele-education represents health education on distance, using Information Communication Technologies (ICT), as well as continuous education of a health system beneficiaries and use of electronic libraries, data bases or electronic data with data bases of knowledge. Distance learning (E-learning) as a part of tele-education has gained popularity in the past decade; however, its use is highly variable among medical schools and appears to be more common in basic medical science courses than in clinical education. Distance learning does not preclude traditional learning processes; frequently it is used in conjunction with in-person classroom or professional training procedures and practices. Tele-education has mostly been used in biomedical education as a blended learning method, which combines tele-education technology with traditional instructor-led training, where, for example, a lecture or demonstration is supplemented by an online tutorial. Distance learning is used for self-education, tests, services and for examinations in medicine i.e. in terms of self-education and individual examination services. The possibility of working in the exercise mode with image files and questions is an attractive way of self education. Automated tracking and reporting of learners' activities lessen faculty administrative burden. Moreover, e-learning can be designed to include outcomes assessment to determine whether learning has occurred. This review article evaluates the current status and level of tele-education development in Bosnia and Herzegovina outlining its components, faculty development needs for implementation and the possibility of its integration as official learning standard in biomedical curricula in Bosnia and Herzegovina. Tele-education refers to the use of information and communication technologies (ICT) to enhance knowledge and performance. Tele-education in biomedical education is widely accepted in the medical education community where it is mostly integrated into biomedical curricula forming part of a blended learning strategy. There are many biomedical digital repositories of e-learning materials worldwide, some peer reviewed, where instructors or developers can submit materials for widespread use. First pilot project with the aim to introduce tele-education in biomedical curricula in Bosnia and Herzegovina was initiated by Department for Medical Informatics at Medical Faculty in Sarajevo in 2002 and has been developing since. Faculty member's skills in creating tele-education differ from those needed for traditional teaching and faculty rewards must recognize this difference and reward the effort. Tele-education and use of computers will have an impact of future medical practice in a life long learning. Bologna process, which started last years in European countries, provide us to promote and introduce modern educational methods of education at biomedical faculties in Bosnia and Herzegovina. Cathedra of Medical informatics and Cathedra of Family medicine at Medical Faculty of University of Sarajevo started to use Web based education as common way of teaching of medical students. Satisfaction with this method of education within the students is good, but not yet suitable for most of medical disciplines at biomedical faculties in Bosnia and Herzegovina.

The nursing educator's role in e-learning: a literature review.

PubMed

Koch, Lee F

2014-11-01

e-Learning is becoming more commonplace in nursing and healthcare professional education. Research has shown that e-learning can be just as effective at helping students achieve cognitive learning objectives as traditional face-to-face courses, provided that certain quality criteria are met. However, the decentralized, asynchronous nature of e-learning precludes spontaneous, personal interaction between the instructor and the learner. In addition to this, learning objectives in nursing and other healthcare professions are not only within the cognitive, but also within the affective and psychomotor domains. This article seeks to answer the following question: How does e-learning transform the role of nurse educators? Narrative literature review. A comprehensive database search was conducted using the English and German key words "teacher," "educator," "role," "e-learning," and "nursing" to identify literature that examined the role of (nurse) educators in e-learning. The search strategy resulted in the inclusion of 40 sources. The majority of the literature is expert opinion and examines the educator's role in e-learning from a theoretical point of view (n=30). There is a paucity of empirical research pertaining directly to the educator's role (n=10). Only four sources deal specifically with the nurse educator's role. The literature agrees on the need for a new role definition in light of e-learning. This role is more complex than the educator's traditional role. The literature does not provide any indication of how the educator's role can be adapted to the specific needs of online nurse education. There is a need for more empirical research on this subject. Copyright © 2014 Elsevier Ltd. All rights reserved.

Quality improvement on chemistry practicum courses through implementation of 5E learning cycle

NASA Astrophysics Data System (ADS)

Merdekawati, Krisna

2017-03-01

Two of bachelor of chemical education's competences are having practical skills and mastering chemistry material. Practicum courses are organized to support the competency achievement. Based on observation and evaluation, many problems were found in the implementation of practicum courses. Preliminary study indicated that 5E Learning Cycle can be used as an alternative solution in order to improve the quality of chemistry practicum course. The 5E Learning Cycle can provide positive influence on the achievement of the competence, laboratory skills, and students' understanding. The aim of the research was to describe the feasibility of implementation of 5E Learning Cycle on chemistry practicum courses. The research was based on phenomenology method in qualitative approach. The participants of the research were 5 person of chemistry laboratory manager (lecturers at chemistry and chemistry education department). They concluded that the 5E Learning Cycle could be implemented to improve the quality of the chemistry practicum courses. Practicum guides and assistant competences were organized to support the implementation of 5E Learning Cycle. It needed training for assistants to understand and implement in the stages of 5E Learning Cycle. Preparation of practical guidelines referred to the stages of 5E Learning Cycle, started with the introduction of contextual and applicable materials, then followed with work procedures that accommodate the stage of engagement, exploration, explanation, extension, and evaluation

Does Artificial Tutoring Foster Inquiry Based Learning?

ERIC Educational Resources Information Center

Schmoelz, Alexander; Swertz, Christian; Forstner, Alexandra; Barberi, Alessandro

2014-01-01

This contribution looks at the Intelligent Tutoring Interface for Technology Enhanced Learning, which integrates multistage-learning and inquiry-based learning in an adaptive e-learning system. Based on a common pedagogical ontology, adaptive e-learning systems can be enabled to recommend learning objects and activities, which follow inquiry-based…

Examination of plasma PON1 paraoxonase activity and genotype in Gulf War veterans

DTIC Science & Technology

2017-10-01

cholinergic” effects (e.g., personal pesticide use, exposure to OP nerve agents) in subgroups of veterans with different PON1192 genotype. (2...associations between GWI and GW-related exposures with the potential for “cholinergic” effects (e.g., personal pesticide use, exposure to OP nerve agents) in...learning and careers in science, technology, and the humanities . What do you plan to do during the next reporting period to accomplish the goals

Mental health first aid training by e-learning: a randomized controlled trial.

PubMed

Jorm, Anthony F; Kitchener, Betty A; Fischer, Julie-Anne; Cvetkovski, Stefan

2010-12-01

Mental Health First Aid training is a course for the public that teaches how to give initial help to a person developing a mental health problem or in a mental health crisis. The present study evaluated the effects of Mental Health First Aid training delivered by e-learning on knowledge about mental disorders, stigmatizing attitudes and helping behaviour. A randomized controlled trial was carried out with 262 members of the Australian public. Participants were randomly assigned to complete an e-learning CD, read a Mental Health First Aid manual or be in a waiting list control group. The effects of the interventions were evaluated using online questionnaires pre- and post-training and at 6-months follow up. The questionnaires covered mental health knowledge, stigmatizing attitudes, confidence in providing help to others, actions taken to implement mental health first aid and participant mental health. Both e-learning and the printed manual increased aspects of knowledge, reduced stigma and increased confidence compared to waiting list. E-learning also improved first aid actions taken more than waiting list, and was superior to the printed manual in reducing stigma and disability due to mental ill health. Mental Health First Aid information received by either e-learning or printed manual had positive effects, but e-learning was better at reducing stigma.

Design and evaluation of a personal digital assistant- based alerting service for clinicians.

PubMed

Johnson, E Diane; Pancoast, Paul E; Mitchell, Joyce A; Shyu, Chi-Ren

2004-10-01

This study describes the system architecture and user acceptance of a suite of programs that deliver information about newly updated library resources to clinicians' personal digital assistants (PDAs). Participants received headlines delivered to their PDAs alerting them to new books, National Guideline Clearinghouse guidelines, Cochrane Reviews, and National Institutes of Health (NIH) Clinical Alerts, as well as updated content in UpToDate, Harrison's Online, Scientific American Medicine, and Clinical Evidence. Participants could request additional information for any of the headlines, and the information was delivered via e-mail during their next synchronization. Participants completed a survey at the conclusion of the study to gauge their opinions about the service. Of the 816 headlines delivered to the 16 study participants' PDAs during the project, Scientific American Medicine generated the highest proportion of headline requests at 35%. Most users of the PDA Alerts software reported that they learned about new medical developments sooner than they otherwise would have, and half reported that they learned about developments that they would not have heard about at all. While some users liked the PDA platform for receiving headlines, it seemed that a Web database that allowed tailored searches and alerts could be configured to satisfy both PDA-oriented and e-mail-oriented users.

Design of Educational Delivery Systems for Lifelong Learning.

ERIC Educational Resources Information Center

Gibson, R. Oliver; Gilbert, Randall L.

To clarify delivery system concepts, several topics will be addressed: educational needs of lower-income older people, formulation of a design concept, specification of the system's concrete aspects, and research/development implications. As the proportion of persons over age sixty-four grows and sensitivity to unmet lifelong learning needs rises,…

Educational Application of Dialogue System To Support e-Learning.

ERIC Educational Resources Information Center

Kim, Youn-Gi; Lee, Chul-Hwan; Han, Sun-Gwan

This study is on the design and implementation of an educational dialogue system to support e-learning. The learning domain to apply the dialogue system used the subject of geometry. The knowledge in the dialogue-based system for learning geometry was created and represented by XML-based AIML. The implemented system in this study can understand…

Behavioral Interventions to Reduce the Pica of Persons with Developmental Disabilities

ERIC Educational Resources Information Center

McAdam, David B.; Sherman, James A.; Sheldon, Jan B.; Napolitano, Deborah A.

2004-01-01

The consumption of nonfood items (i. e., pica) frequently occurs in persons with developmental disabilities. Pica may result in the puncture or blockage of the digestive tract, infestation by gastrointestinal parasites, and can interfere with an individuals daily learning, occupational performance, and quality of life. Twenty-six published studies…

Advancing a Complex Systems Approach to Personalized Learning Communities: Bandwidth, Sightlines, and Teacher Generativity

ERIC Educational Resources Information Center

Hamilton, Eric

2015-01-01

Educational technologies have advanced one of the most important visions of educational reformers, to customize formal and informal learning to individuals. The application of a complex systems framework to the design of learning ecologies suggests that each of a series of ten desirable and malleable features stimulates or propels the other ten,…

Assessing the Value of E-Learning Systems

ERIC Educational Resources Information Center

Levy, Yair

2006-01-01

"Assessing the Value of E-Learning Systems" provides an extensive literature review pulling theories from the field of information systems, psychology and cognitive sciences, distance and online learning, as well as marketing and decision sciences. This book provides empirical evidence for the power of measuring value in the context of e-learning…

Personalized Mobile English Vocabulary Learning System Based on Item Response Theory and Learning Memory Cycle

ERIC Educational Resources Information Center

Chen, C. M.; Chung, C. J.

2008-01-01

Since learning English is very popular in non-English speaking countries, developing modern assisted-learning tools that support effective English learning is a critical issue in the English-language education field. Learning English involves memorization and practice of a large number of vocabulary words and numerous grammatical structures.…

Selective Transfer Machine for Personalized Facial Expression Analysis

PubMed Central

Chu, Wen-Sheng; De la Torre, Fernando; Cohn, Jeffrey F.

2017-01-01

Automatic facial action unit (AU) and expression detection from videos is a long-standing problem. The problem is challenging in part because classifiers must generalize to previously unknown subjects that differ markedly in behavior and facial morphology (e.g., heavy versus delicate brows, smooth versus deeply etched wrinkles) from those on which the classifiers are trained. While some progress has been achieved through improvements in choices of features and classifiers, the challenge occasioned by individual differences among people remains. Person-specific classifiers would be a possible solution but for a paucity of training data. Sufficient training data for person-specific classifiers typically is unavailable. This paper addresses the problem of how to personalize a generic classifier without additional labels from the test subject. We propose a transductive learning method, which we refer as a Selective Transfer Machine (STM), to personalize a generic classifier by attenuating person-specific mismatches. STM achieves this effect by simultaneously learning a classifier and re-weighting the training samples that are most relevant to the test subject. We compared STM to both generic classifiers and cross-domain learning methods on four benchmarks: CK+ [44], GEMEP-FERA [67], RU-FACS [4] and GFT [57]. STM outperformed generic classifiers in all. PMID:28113267

Improving Workplace-Based Assessment and Feedback by an E-Portfolio Enhanced with Learning Analytics

ERIC Educational Resources Information Center

van der Schaaf, Marieke; Donkers, Jeroen; Slof, Bert; Moonen-van Loon, Joyce; van Tartwijk, Jan; Driessen, Eric; Badii, Atta; Serban, Ovidiu; Ten Cate, Olle

2017-01-01

Electronic portfolios (E-portfolios) are crucial means for workplace-based assessment and feedback. Although E-portfolios provide a useful approach to view each learner's progress, so far options for personalized feedback and potential data about a learner's performances at the workplace often remain unexploited. This paper advocates that…

A User-Centric Adaptive Learning System for E-Learning 2.0

ERIC Educational Resources Information Center

Huang, Shiu-Li; Shiu, Jung-Hung

2012-01-01

The success of Web 2.0 inspires e-learning to evolve into e-learning 2.0, which exploits collective intelligence to achieve user-centric learning. However, searching for suitable learning paths and content for achieving a learning goal is time consuming and troublesome on e-learning 2.0 platforms. Therefore, introducing formal learning in these…

Critical Success Factors for E-Learning in Developing Countries: A Comparative Analysis between ICT Experts and Faculty

ERIC Educational Resources Information Center

Bhuasiri, Wannasiri; Xaymoungkhoun, Oudone; Zo, Hangjung; Rho, Jae Jeung; Ciganek, Andrew P.

2012-01-01

This study identifies the critical success factors that influence the acceptance of e-learning systems in developing countries. E-learning is a popular mode of delivering educational materials in higher education by universities throughout the world. This study identifies multiple factors that influence the success of e-learning systems from the…

Organizational Factors' Effects on the Success of E-Learning Systems and Organizational Benefits: An Empirical Study in Taiwan

ERIC Educational Resources Information Center

Liu, Ying Chieh; Huang, Yu-An; Lin, Chad

2012-01-01

E-learning development for enterprises is still in its infancy in that scholars are still working on identifying the critical success factors for e-learning in organizational contexts. This study presents a framework considering how organizational factors affect the quality and service of e-learning systems and how these factors influence…

Using PDA for Undergraduate Student Incidental Vocabulary Testing

ERIC Educational Resources Information Center

Song, Yanjie; Fox, Robert

2008-01-01

Recent studies have explored English vocabulary learning in environments where students used mobile technologies for prescribed vocabulary learning tasks, or tested designed personalized learning systems to enhance student vocabulary learning for short periods of time in language related courses. Dictionary use via mobile devices has mostly been…

A Game Based e-Learning System to Teach Artificial Intelligence in the Computer Sciences Degree

ERIC Educational Resources Information Center

de Castro-Santos, Amable; Fajardo, Waldo; Molina-Solana, Miguel

2017-01-01

Our students taking the Artificial Intelligence and Knowledge Engineering courses often encounter a large number of problems to solve which are not directly related to the subject to be learned. To solve this problem, we have developed a game based e-learning system. The elected game, that has been implemented as an e-learning system, allows to…

Adult Literacy Learning and Computer Technology: Features of Effective Computer-Assisted Learning Systems.

ERIC Educational Resources Information Center

Fahy, Patrick J.

Computer-assisted learning (CAL) can be used for adults functioning at any academic or grade level. In adult basic education (ABE), CAL can promote greater learning effectiveness and faster progress, concurrent learning and experience with computer literacy skills, privacy, and motivation. Adults who face barriers (financial, geographic, personal,…

Looking under the Bonnet: Factors Affecting Student Adoption of E-Learning Systems in Jordan

ERIC Educational Resources Information Center

Abbad, Muneer Mahmood; Morris, David; de Nahlik, Carmel

2009-01-01

The primary questions addressed in this paper are the following: what are the factors that affect students' adoption of an e-learning system and what are the relationships among these factors? This paper investigates and identifies some of the major factors affecting students' adoption of an e-learning system in a university in Jordan. E-learning…

Stress affects instrumental learning based on positive or negative reinforcement in interaction with personality in domestic horses

PubMed Central

Valenchon, Mathilde; Lévy, Frédéric; Moussu, Chantal; Lansade, Léa

2017-01-01

The present study investigated how stress affects instrumental learning performance in horses (Equus caballus) depending on the type of reinforcement. Horses were assigned to four groups (N = 15 per group); each group received training with negative or positive reinforcement in the presence or absence of stressors unrelated to the learning task. The instrumental learning task consisted of the horse entering one of two compartments at the appearance of a visual signal given by the experimenter. In the absence of stressors unrelated to the task, learning performance did not differ between negative and positive reinforcements. The presence of stressors unrelated to the task (exposure to novel and sudden stimuli) impaired learning performance. Interestingly, this learning deficit was smaller when the negative reinforcement was used. The negative reinforcement, considered as a stressor related to the task, could have counterbalanced the impact of the extrinsic stressor by focusing attention toward the learning task. In addition, learning performance appears to differ between certain dimensions of personality depending on the presence of stressors and the type of reinforcement. These results suggest that when negative reinforcement is used (i.e. stressor related to the task), the most fearful horses may be the best performers in the absence of stressors but the worst performers when stressors are present. On the contrary, when positive reinforcement is used, the most fearful horses appear to be consistently the worst performers, with and without exposure to stressors unrelated to the learning task. This study is the first to demonstrate in ungulates that stress affects learning performance differentially according to the type of reinforcement and in interaction with personality. It provides fundamental and applied perspectives in the understanding of the relationships between personality and training abilities. PMID:28475581

Does the acceptance of hybrid learning affect learning approaches in France?

PubMed

Marco, Lionel Di; Venot, Alain; Gillois, Pierre

2017-01-01

Acceptance of a learning technology affects students' intention to use that technology, but the influence of the acceptance of a learning technology on learning approaches has not been investigated in the literature. A deep learning approach is important in the field of health, where links must be created between skills, knowledge, and habits. Our hypothesis was that acceptance of a hybrid learning model would affect students' way of learning. We analysed these concepts, and their correlations, in the context of a flipped classroom method using a local learning management system. In a sample of all students within a single year of study in the midwifery program (n= 38), we used 3 validated scales to evaluate these concepts (the Study Process Questionnaire, My Intellectual Work Tools, and the Hybrid E-Learning Acceptance Model: Learner Perceptions). Our sample had a positive acceptance of the learning model, but a neutral intention to use it. Students reported that they were distractible during distance learning. They presented a better mean score for the deep approach than for the superficial approach (P< 0.001), which is consistent with their declared learning strategies (personal reorganization of information; search and use of examples). There was no correlation between poor acceptance of the learning model and inadequate learning approaches. The strategy of using deep learning techniques was moderately correlated with acceptance of the learning model (r s = 0.42, P= 0.03). Learning approaches were not affected by acceptance of a hybrid learning model, due to the flexibility of the tool. However, we identified problems in the students' time utilization, which explains their neutral intention to use the system.

Does the acceptance of hybrid learning affect learning approaches in France?

PubMed Central

2017-01-01

Purpose Acceptance of a learning technology affects students’ intention to use that technology, but the influence of the acceptance of a learning technology on learning approaches has not been investigated in the literature. A deep learning approach is important in the field of health, where links must be created between skills, knowledge, and habits. Our hypothesis was that acceptance of a hybrid learning model would affect students’ way of learning. Methods We analysed these concepts, and their correlations, in the context of a flipped classroom method using a local learning management system. In a sample of all students within a single year of study in the midwifery program (n= 38), we used 3 validated scales to evaluate these concepts (the Study Process Questionnaire, My Intellectual Work Tools, and the Hybrid E-Learning Acceptance Model: Learner Perceptions). Results Our sample had a positive acceptance of the learning model, but a neutral intention to use it. Students reported that they were distractible during distance learning. They presented a better mean score for the deep approach than for the superficial approach (P< 0.001), which is consistent with their declared learning strategies (personal reorganization of information; search and use of examples). There was no correlation between poor acceptance of the learning model and inadequate learning approaches. The strategy of using deep learning techniques was moderately correlated with acceptance of the learning model (rs= 0.42, P= 0.03). Conclusion Learning approaches were not affected by acceptance of a hybrid learning model, due to the flexibility of the tool. However, we identified problems in the students’ time utilization, which explains their neutral intention to use the system. PMID:29051406

Personal Meanings of Learning in the Process of Formation of Students' Subjectivity

ERIC Educational Resources Information Center

Kalatskaya, Natalia N.; Selivanova, Olga G.; Ilesanmi, Ruth A.

2016-01-01

The urgency of the presented study is stipulated by the current situation in the education system: learning has lost its meaning for a significant number of students; knowledge is external in relation to their real life. However, a lot of specialists view education as a source of personal development of a student, finding for himself, disclosure…

A Multi-Peer Assessment Platform for Programming Language Learning: Considering Group Non-Consensus and Personal Radicalness

ERIC Educational Resources Information Center

Wang, Yanqing; Liang, Yaowen; Liu, Luning; Liu, Ying

2016-01-01

Multi-peer assessment has often been used by teachers to reduce personal bias and make the assessment more reliable. This study reviews the design and development of multi-peer assessment systems that detect and solve two common issues in such systems: non-consensus among group members and personal radicalness in some assessments. A multi-peer…

Adaptive Device Context Based Mobile Learning Systems

ERIC Educational Resources Information Center

Pu, Haitao; Lin, Jinjiao; Song, Yanwei; Liu, Fasheng

2011-01-01

Mobile learning is e-learning delivered through mobile computing devices, which represents the next stage of computer-aided, multi-media based learning. Therefore, mobile learning is transforming the way of traditional education. However, as most current e-learning systems and their contents are not suitable for mobile devices, an approach for…

Online Learning Adoption: Effects of Neuroticism, Openness to Experience, and Perceived Values

ERIC Educational Resources Information Center

Watjatrakul, Boonlert

2016-01-01

Purpose: Individual differences and perceived values of technology have received much attention in technology adoption literature. However, there is a lack of understanding of their relationships and effects on online learning adoption. The study aims to investigate the effects of two important personality traits (i.e. openness to experience and…

Teachers' Identity, Self and the Process of Learning

ERIC Educational Resources Information Center

Hoveid, Halvor; Hoveid, Marit Honerod

2008-01-01

In this paper we try, by drawing on some insights from practical knowledge, to bridge a gap between common conceptions of teaching on the one hand, and of learning on the other. In Western traditions of educational thought and discourse, practical knowledge--i.e. the dynamics of thinking, speaking, acting, and personal writing--is frequently…

Effects of a case-based interactive e-learning course on knowledge and attitudes about patient safety: a quasi-experimental study with third-year medical students.

PubMed

Gaupp, Rainer; Körner, Mirjam; Fabry, Götz

2016-07-11

Patient safety (PS) is influenced by a set of factors on various levels of the healthcare system. Therefore, a systems-level approach and systems thinking is required to understand and improve PS. The use of e-learning may help to develop a systems thinking approach in medical students, as case studies featuring audiovisual media can be used to visualize systemic relationships in organizations. The goal of this quasi-experimental study was to determine if an e-learning can be utilized to improve systems thinking, knowledge, and attitudes towards PS. A quasi-experimental, longitudinal within- subjects design was employed. Participants were 321 third-year medical students who received online surveys before and after they participated in an e-learning course on PS. Primary outcome measures where levels of systems thinking and attitudes towards PS. Secondary outcome measures were the improvement of PS specific knowledge through the e-learning course. Levels of systems thinking showed significant improvement (58.72 vs. 61.27; p < .001) after the e-learning. Student's attitudes towards patient safety improved in several dimensions: After the course, students rated the influence of fatigue on safety higher (6.23 vs. 6.42, p < .01), considered patient empowerment more important (5.16 vs. 5.93, p < .001) and realized more often that human error is inevitable (5.75 vs. 5.97, p < .05). Knowledge on PS improved from 36.27 % correct answers before to 76.45 % after the e-learning (p < .001). Our results suggest that e-learning can be used to teach PS. Attitudes towards PS improved on several dimensions. Furthermore, we were able to demonstrate that a specifically designed e-learning program can foster the development of conceptual frameworks such as systems thinking, which facilitates the understanding of complex socio-technical systems within healthcare organisations.

Provision of Training for the IT Industry: The ELEVATE Project

NASA Astrophysics Data System (ADS)

Paraskakis, Iraklis; Konstantinidis, Andreas; Bouras, Thanassis; Perakis, Kostas; Pantelopoulos, Stelios; Hatziapostolou, Thanos

This paper will present ELEVATE that aims to deliver an innovative training, educational and certification environment integrating the application software to be taught with the training procedure. ELEVATE aspires to address the training needs of software development SMEs and the solution proposed is based on three basic notions: to provide competence training that is tailored to the needs of the individual trainee, to allow the trainee to carry out authentic activities as well as problem based learning that draws from real life scenarios and finally to allow for the assessment and certification of the skills and competences acquired. In order to achieve the desired results the ELEVATE architecture utilises an Interactive Interoperability Layer, an Intelligent Personalization Trainer as well as the Training, Evaluation & Certification component. As an end product, the ELEVATE project The ELEVATE pedagogical model is based on blended learning, the e-Training component (an intelligent system that provides tailored training) and Learning 2.0.

Empirical Validation of the Importance of Employees' Learning Motivation for Workplace E-Learning in Taiwanese Organisations

ERIC Educational Resources Information Center

Chen, Hsiu-Ju; Kao, Chia-Hung

2012-01-01

E-learning systems, adopted by organisations for employee training to enhance employees' performance, are characterised by self-directed, autonomous learning. Learning motivation is then of importance in the design of e-learning practices in workplace. However, empirical study of the alignment of e-learning with individual learning needs and…

Inclusive E-Learning - Towards an Integrated System Design.

PubMed

Patzer, Yasmin; Pinkwart, Niels

2017-01-01

At first sight there seem to be issues combining technical accessibility guidelines and educational needs when designing inclusive E-Learning. Furthermore Universal Design for Learning seems to contradict individualization. In this paper we address both issues with an inclusive E-Learning design for the LAYA system, which targets disabled and non-disabled learners.

Utilizing Learners' Negative Ratings in Semantic Content-Based Recommender System for e-Learning Forum

ERIC Educational Resources Information Center

Albatayneh, Naji Ahmad; Ghauth, Khairil Imran; Chua, Fang-Fang

2018-01-01

Nowadays, most of e-learning systems embody online discussion forums as a medium for collaborative learning that supports knowledge sharing and information exchanging between learners. The exponential growth of the available shared information in e-learning online discussion forums has caused a difficulty for learners in discovering interesting…

Building a Critical Components for Successful Multimedia-Based Collaborative eLearning Design Framework

ERIC Educational Resources Information Center

Asanok, M.; Kitrakan, P.; Brahmawong, C.

2008-01-01

With newly developing multimedia and web-based technologies have provided opportunities of developing a multimedia-based collaborative eLearning systems. The development of eLearning systems has started a revolution for instructional content delivering, learning activities and social communication. Based on various positions on this issue have…

Cognitive Tutoring based on Intelligent Decision Support in the PENTHA Instructional Design Model

NASA Astrophysics Data System (ADS)

dall'Acqua, Luisa

2010-06-01

The research finality of this paper is how to support Authors to develop rule driven—subject oriented, adaptable course content, meta-rules—representing the disciplinary epistemology, model of teaching, Learning Path structure, and assessment parameters—for intelligent Tutoring actions in a personalized, adaptive e-Learning environment. The focus is to instruct the student to be a decision manager for himself, able to recognize the elements of a problem, select the necessary information with the perspective of factual choices. In particular, our research intends to provide some fundamental guidelines for the definition of didactical rules and logical relations, that Authors should provide to a cognitive Tutoring system through the use of an Instructional Design method (PENTHA Model) which proposes an educational environment, able to: increase productivity and operability, create conditions for a cooperative dialogue, developing participatory research activities of knowledge, observations and discoveries, customizing the learning design in a complex and holistic vision of the learning / teaching processes.

An Empirical Examination of Individual and System Characteristics on Enhancing E-Learning Acceptance

ERIC Educational Resources Information Center

Lee, Yi-Hsuan; Hsiao, Chan; Purnomo, Sutrisno Hadi

2014-01-01

Due to the continued prevalence of e-learning underutilization in Indonesia's higher education context, this study empirically examines individual and system characteristics believed to influence students' acceptance of e-learning systems. The proposed research model is developed to examine the influence of five characteristics of the Technology…

Evaluation Criterion for Quality Assessment of E-Learning Content

ERIC Educational Resources Information Center

Al-Alwani, Abdulkareem

2014-01-01

Research trends related to e-learning systems are oriented towards increasing the efficiency and capacity of the systems, thus they reflect a large variance in performance when considering content conformity and quality standards. The Framework related to standardisation of digital content for e-learning systems is likely to play a significant…

E-textbooks: A Personalized Learning Experience or a Digital Distraction?

ERIC Educational Resources Information Center

Dobler, Elizabeth

2015-01-01

This article explores the digital reading preferences and strategies used by preservice teachers when reading an e-textbook in a literacy methods course. The use of e-textbooks is becoming more prevalent due to an increase in access to mobile devices, acceptance of e-books in general, and the high cost of print textbooks. To ensure comprehension,…

An e-Learning Theoretical Framework

ERIC Educational Resources Information Center

Aparicio, Manuela; Bacao, Fernando; Oliveira, Tiago

2016-01-01

E-learning systems have witnessed a usage and research increase in the past decade. This article presents the e-learning concepts ecosystem. It summarizes the various scopes on e-learning studies. Here we propose an e-learning theoretical framework. This theory framework is based upon three principal dimensions: users, technology, and services…

Web-based e-learning and virtual lab of human-artificial immune system.

PubMed

Gong, Tao; Ding, Yongsheng; Xiong, Qin

2014-05-01

Human immune system is as important in keeping the body healthy as the brain in supporting the intelligence. However, the traditional models of the human immune system are built on the mathematics equations, which are not easy for students to understand. To help the students to understand the immune systems, a web-based e-learning approach with virtual lab is designed for the intelligent system control course by using new intelligent educational technology. Comparing the traditional graduate educational model within the classroom, the web-based e-learning with the virtual lab shows the higher inspiration in guiding the graduate students to think independently and innovatively, as the students said. It has been found that this web-based immune e-learning system with the online virtual lab is useful for teaching the graduate students to understand the immune systems in an easier way and design their simulations more creatively and cooperatively. The teaching practice shows that the optimum web-based e-learning system can be used to increase the learning effectiveness of the students.

Neural correlates of reward-based spatial learning in persons with cocaine dependence.

PubMed

Tau, Gregory Z; Marsh, Rachel; Wang, Zhishun; Torres-Sanchez, Tania; Graniello, Barbara; Hao, Xuejun; Xu, Dongrong; Packard, Mark G; Duan, Yunsuo; Kangarlu, Alayar; Martinez, Diana; Peterson, Bradley S

2014-02-01

Dysfunctional learning systems are thought to be central to the pathogenesis of and impair recovery from addictions. The functioning of the brain circuits for episodic memory or learning that support goal-directed behavior has not been studied previously in persons with cocaine dependence (CD). Thirteen abstinent CD and 13 healthy participants underwent MRI scanning while performing a task that requires the use of spatial cues to navigate a virtual-reality environment and find monetary rewards, allowing the functional assessment of the brain systems for spatial learning, a form of episodic memory. Whereas both groups performed similarly on the reward-based spatial learning task, we identified disturbances in brain regions involved in learning and reward in CD participants. In particular, CD was associated with impaired functioning of medial temporal lobe (MTL), a brain region that is crucial for spatial learning (and episodic memory) with concomitant recruitment of striatum (which normally participates in stimulus-response, or habit, learning), and prefrontal cortex. CD was also associated with enhanced sensitivity of the ventral striatum to unexpected rewards but not to expected rewards earned during spatial learning. We provide evidence that spatial learning in CD is characterized by disturbances in functioning of an MTL-based system for episodic memory and a striatum-based system for stimulus-response learning and reward. We have found additional abnormalities in distributed cortical regions. Consistent with findings from animal studies, we provide the first evidence in humans describing the disruptive effects of cocaine on the coordinated functioning of multiple neural systems for learning and memory.

D.E.E.P. Learning: Promoting Informal STEM Learning through a Popular Gaming Platform

NASA Astrophysics Data System (ADS)

Simms, E.; Rohrlick, D.; Layman, C.; Peach, C. L.; Orcutt, J. A.

2011-12-01

The research and development of educational games, and the study of the educational value of interactive games in general, have lagged far behind efforts for games created for the purpose of entertainment. But evidence suggests that digital simulations and games have the "potential to advance multiple science learning goals, including motivation to learn science, conceptual understanding, science process skills, understanding of the nature of science, scientific discourse and argumentation, and identification with science and science learning." (NRC, 2011). It is also generally recognized that interactive digital games have the potential to promote the development of valuable learning and life skills, including data processing, decision-making, critical thinking, planning, communication and collaboration (Kirriemuir and MacFarlane, 2006). Video games are now played in 67% of American households (ESA, 2010), and across a broad range of ages, making them a potentially valuable tool for Science, Technology, Engineering and Mathematics (STEM) learning among the diverse audiences associated with informal science education institutions (ISEIs; e.g., aquariums, museums, science centers). We are attempting to capitalize on this potential by developing games based on the popular Microsoft Xbox360 gaming platform and the free Microsoft XNA game development kit. The games, collectively known as Deep-sea Extreme Environment Pilot (D.E.E.P.), engage ISEI visitors in the exploration and understanding of the otherwise remote deep-sea environment. Players assume the role of piloting a remotely-operated vehicle (ROV) to explore ocean observing systems and hydrothermal vent environments, and are challenged to complete science-based objectives in order to earn points under timed conditions. The current games are intended to be relatively brief visitor experiences (on the order of several minutes) that support complementary exhibits and programming, and promote interactive visitor experiences. In addition to creating a unique educational product, our efforts are intended to inform the broader understanding of the key elements of a successful STEM-based game experience at an ISEI. Which characteristics of the ISEI environment (e.g., age and cultural diversity, limited time of engagement) are conducive or inhibitive to learning via digital gaming? Which aspects of game design (e.g., challenge, curiosity, fantasy, personal recognition) are most effective at maximizing both learning and enjoyment? We will share our progress and assessment results to date, and discuss the potential benefits and challenges to interactive gaming as a tool to support STEM literacy at ISEIs.

Imaging Evidence for Disturbances in Multiple Learning and Memory Systems in Persons with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Goh, Suzanne; Peterson, Bradley S.

2012-01-01

Aim: The aim of this article is to review neuroimaging studies of autism spectrum disorders (ASD) that examine declarative, socio-emotional, and procedural learning and memory systems. Method: We conducted a search of PubMed from 1996 to 2010 using the terms "autism,""learning,""memory," and "neuroimaging." We limited our review to studies…

On the Use of Extended TAM to Assess Students' Acceptance and Intent to Use Third-Generation Learning Management Systems

ERIC Educational Resources Information Center

Ros, Salvador; Hernández, Roberto; Caminero, Agustín; Robles, Antonio; Barbero, Isabel; Maciá, Araceli; Holgado, Francisco Pablo

2015-01-01

Service-oriented e-learning platforms can be considered as a third generation of learning management systems (LMSs). As opposed to the previous generations, consisting of ad hoc solutions and traditional LMS, this new technology contemplates e-learning systems as services that can be integrated into different learning scenarios. This paper shows…

Harnessing the Power of Learning Management Systems: An E-Learning Approach for Professional Development.

PubMed

White, Meagan; Shellenbarger, Teresa

E-learning provides an alternative approach to traditional professional development activities. A learning management system may help nursing professional development practitioners deliver content more efficiently and effectively; however, careful consideration is needed during planning and implementation. This article provides essential information in the selection and use of a learning management system for professional development.

Data on multicultural education and diagnostic information profiling: Culture, learning styles and creativity.

PubMed

Maseleno, Andino; Hardaker, Glenn; Sabani, Noraisikin; Suhaili, Nabilah

2016-12-01

This article contains data related to multicultural education and diagnostic information profiling preliminary findings. It includes the responses of 253 students. The data consists of six sections, i) culture: race, ethnicity, language and identity; ii) learning preferences: physiological and perceptual; iii) cognitive learning styles: physical, emotional and mental; iv) creativity skills and problem solving skills; v) motivation; and vi) students' background knowledge. The data may be used as part of data analytics for specific personalized e-learning platform.

Test of e-Learning Related Attitudes (TeLRA) Scale: Development, Reliability and Validity Study

ERIC Educational Resources Information Center

Kisanga, D. H.; Ireson, G.

2016-01-01

The Tanzanian education system is in transition from face-to-face classroom learning to e-learning. E-learning is a new learning approach in Tanzanian Higher Learning Institutions [HLIs] and with teachers being the key stakeholders of all formal education, investigating their attitude towards e-learning is essential. So far, however, there has…

A Web-Based Adaptive Tutor to Teach PCR Primer Design

ERIC Educational Resources Information Center

van Seters, Janneke R.; Wellink, Joan; Tramper, Johannes; Goedhart, Martin J.; Ossevoort, Miriam A.

2012-01-01

When students have varying prior knowledge, personalized instruction is desirable. One way to personalize instruction is by using adaptive e-learning to offer training of varying complexity. In this study, we developed a web-based adaptive tutor to teach PCR primer design: the PCR Tutor. We used part of the Taxonomy of Educational Objectives (the…

PESTE Factors in Developing a Framework for E-Learning

ERIC Educational Resources Information Center

Graham, Deryn

2007-01-01

This article describes the development of a framework for e-learning and presents the findings of a study investigating whether the use of blended learning can fulfil or at least accommodate some of the human requirements presently neglected by current e-learning systems. The study evaluated the in-house system, Teachmat, and discussed how the use…

Computer Attitude and eLearning Self-Efficacy of Undergraduate Students: Validating Potential Acceptance and Use of Online Learning Systems in Ghana

ERIC Educational Resources Information Center

Larbi-Apau, Josephine; Oti-Boadi, Mabel; Tetteh, Albert

2018-01-01

Both computer attitude and eLearning self-efficacy are critical complementary factors in determining confidence levels and behavioral belief systems, and can directly affect students' actions, performances and achievements. This study applied a multidimensional construct in validating computer attitude and eLearning self-efficacy of Psychology…

Categorising E-Learning

ERIC Educational Resources Information Center

Wilson, Amy D.

2012-01-01

Categorising e-learning is almost as problematic as defining the term. In an attempt to quantify/qualify the level of e-learning use in the tertiary sector in New Zealand, the Ministry of Education (MoE) established a classification system for courses in the tertiary sector. The value of this tool was disputed, and a new system was proposed but…

The Tactical Games Model Sport Experience: An Examination of Student Motivation and Game Performance during an Ultimate Frisbee Unit

ERIC Educational Resources Information Center

Carpenter, Eric J.

2010-01-01

Students benefit from positive sport experiences in physical education. If designed well, sport provides a social avenue for physical activity and strengthens student achievement in psychomotor (e.g., motor skill), cognitive (e.g., decision-making), and affective (e.g., personal and social responsibility) learning domains. Unfortunately, not all…

Effects of a Cooperative Learning Strategy on Academic Achievement and Personal and Social Attributes in an Introductory College Computer Course.

ERIC Educational Resources Information Center

Necessary, James R.; Wilhite, Stephen C.

This study was designed to assess the effects of a specific cooperative learning strategy in an introductory college business information systems course. The cooperative approach's impact on student achievement and on a number of personal and social attributes was examined. A total of 117 college sophomores and freshmen enrolled in 3 sections of…

Mobile Learning in Medical Education: Review.

PubMed

Walsh, Kieran

2015-10-01

In the past several years, mobile learning made rapid inroads into the provision of medical education. There are significant advantages associated with mobile learning. These include high access, low cost, more situated and contextual learning, convenience for the learner, continuous communication and interaction between learner and tutor and between learner and other learners, and the ability to self-assess themselves while learning. Like any other form of medical pedagogy, mobile learning has its downsides. Disadvantages of mobile learning include: inadequate technology, a risk of distraction from learning by using a device that can be used for multiple purposes, and the potential for breakdown in barriers between personal usage of the mobile device and professional or educational use. Despite these caveats, there is no question but that mobile learning offers much potential. In the future, it is likely that the strategy of mobile first, whereby providers of e-learning think of the user experience on a mobile first, will result in learners who increasingly expect that all e-learning provision will work seamlessly on a mobile device.

A Lecture Supporting System Based on Real-Time Learning Analytics

ERIC Educational Resources Information Center

Shimada, Atsushi; Konomi, Shin'ichi

2017-01-01

A new lecture supporting system based on real-time learning analytics is proposed. Our target is on-site classrooms where teachers give their lectures, and a lot of students listen to teachers' explanation, conduct exercises etc. We utilize not only an e-Learning system, but also an e-Book system to collect real-time learning activities during the…

A SCORM Thin Client Architecture for E-Learning Systems Based on Web Services

ERIC Educational Resources Information Center

Casella, Giovanni; Costagliola, Gennaro; Ferrucci, Filomena; Polese, Giuseppe; Scanniello, Giuseppe

2007-01-01

In this paper we propose an architecture of e-learning systems characterized by the use of Web services and a suitable middleware component. These technical infrastructures allow us to extend the system with new services as well as to integrate and reuse heterogeneous software e-learning components. Moreover, they let us better support the…

Learning management system and e-learning tools: an experience of medical students' usage and expectations.

PubMed

Back, David A; Behringer, Florian; Haberstroh, Nicole; Ehlers, Jan P; Sostmann, Kai; Peters, Harm

2016-08-20

To investigate medical students´ utilization of and problems with a learning management system and its e-learning tools as well as their expectations on future developments. A single-center online survey has been carried out to investigate medical students´ (n = 505) usage and perception concerning the learning management system Blackboard, and provided e-learning tools. Data were collected with a standardized questionnaire consisting of 70 items and analyzed by quantitative and qualitative methods. The participants valued lecture notes (73.7%) and Wikipedia (74%) as their most important online sources for knowledge acquisition. Missing integration of e-learning into teaching was seen as the major pitfall (58.7%). The learning management system was mostly used for study information (68.3%), preparation of exams (63.3%) and lessons (54.5%). Clarity (98.3%), teaching-related contexts (92.5%) and easy use of e-learning offers (92.5%) were rated highest. Interactivity was most important in free-text comments (n = 123). It is desired that contents of a learning management system support an efficient learning. Interactivity of tools and their conceptual integration into face-to-face teaching are important for students. The learning management system was especially important for organizational purposes and the provision of learning materials. Teachers should be aware that free online sources such as Wikipedia enjoy a high approval as source of knowledge acquisition. This study provides an empirical basis for medical schools and teachers to improve their offerings in the field of digital learning for their students.

Learning management system and e-learning tools: an experience of medical students' usage and expectations

PubMed Central

Back, David A.; Behringer, Florian; Haberstroh, Nicole; Ehlers, Jan P.; Sostmann, Kai

2016-01-01

Objectives To investigate medical students´ utilization of and problems with a learning management system and its e-learning tools as well as their expectations on future developments. Methods A single-center online survey has been carried out to investigate medical students´ (n = 505) usage and perception concerning the learning management system Blackboard, and provided e-learning tools. Data were collected with a standardized questionnaire consisting of 70 items and analyzed by quantitative and qualitative methods. Results The participants valued lecture notes (73.7%) and Wikipedia (74%) as their most important online sources for knowledge acquisition. Missing integration of e-learning into teaching was seen as the major pitfall (58.7%). The learning management system was mostly used for study information (68.3%), preparation of exams (63.3%) and lessons (54.5%). Clarity (98.3%), teaching-related contexts (92.5%) and easy use of e-learning offers (92.5%) were rated highest. Interactivity was most important in free-text comments (n = 123). Conclusions It is desired that contents of a learning management system support an efficient learning. Interactivity of tools and their conceptual integration into face-to-face teaching are important for students. The learning management system was especially important for organizational purposes and the provision of learning materials. Teachers should be aware that free online sources such as Wikipedia enjoy a high approval as source of knowledge acquisition. This study provides an empirical basis for medical schools and teachers to improve their offerings in the field of digital learning for their students. PMID:27544782

Multimedia And Internetworking Architecture Infrastructure On Interactive E-Learning System

NASA Astrophysics Data System (ADS)

Indah, K. A. T.; Sukarata, G.

2018-01-01

Interactive e-learning is a distance learning method that involves information technology, electronic system or computer as one means of learning system used for teaching and learning process that is implemented without having face to face directly between teacher and student. A strong dependence on emerging technologies greatly influences the way in which the architecture is designed to produce a powerful interactive e-learning network. In this paper analyzed an architecture model where learning can be done interactively, involving many participants (N-way synchronized distance learning) using video conferencing technology. Also used broadband internet network as well as multicast techniques as a troubleshooting method for bandwidth usage can be efficient.

Antecedences to Continued Intentions of Adopting E-Learning System in Blended Learning Instruction: A Contingency Framework Based on Models of Information System Success and Task-Technology Fit

ERIC Educational Resources Information Center

Lin, Wen-Shan; Wang, Chun-Hsien

2012-01-01

The objective of this study is to propose a research framework that investigates the relation between perceived fit and system factors that can motivate learners in continuing utilizing an e-learning system in blended learning instruction. As learners have the face-to-face learning opportunity in interacting with lecturers, the study aims at…

Exploring the roles of interaction and flow in explaining nurses' e-learning acceptance.

PubMed

Cheng, Yung-Ming

2013-01-01

To provide safe and competent patient care, it is very important that medical institutions should provide nurses with continuing education by using appropriate learning methods. As compared to traditional learning, electronic learning (e-learning) is a more flexible method for nurses' in-service learning. Hence, e-learning is expected to play a pivotal role in providing continuing education for nurses. This study's purpose was to explore the role and relevance of interaction factors, intrinsic motivator (i.e., flow), and extrinsic motivators (i.e., perceived usefulness (PU) and perceived ease of use (PEOU)) in explaining nurses' intention to use the e-learning system. Based on the technology acceptance model (TAM) with the flow theory, this study's research model presents three types of interaction factors, learner-system interaction, instructor-learner interaction, and learner-learner interaction to construct an extended TAM to explore nurses' intention to use the e-learning system. Sample data were gathered from nurses at two regional hospitals in Taiwan. A total of 320 questionnaires were distributed, 254 (79.375%) questionnaires were returned. Consequently, 218 usable questionnaires were analyzed in this study, with a usable response rate of 68.125%. First, confirmatory factor analysis was used to develop the measurement model. Second, to explore the causal relationships among all constructs, the structural model for the research model was tested by using structural equation modeling. First, learner-system interaction, instructor-learner interaction, and learner-learner interaction respectively had significant effects on PU, PEOU, and flow. Next, flow had significant effects on PU and PEOU, and PEOU had a significant effect on PU. Finally, the effects of flow, PU, and PEOU on intention to use were significant. Synthetically speaking, learner-system interaction, instructor-learner interaction, and learner-learner interaction can indirectly make significant impacts on nurses' usage intention of the e-learning system via their extrinsic motivators (i.e., PU and PEOU) and intrinsic motivator (i.e., flow). Copyright © 2012 Elsevier Ltd. All rights reserved.

What happens when seniors participate in new eHealth schemes?

PubMed

Frennert, Susanne; Östlund, Britt

2016-10-01

This article adds empirical depth to our understanding of seniors' involvement in the making of eHealth systems. Multi-sited interviews and observations were conducted at seniors' homes before an eHealth system was installed, during the home trials and post-removal of the system. Our findings indicate that although the senior participants chose to participate in the home trials, the choice itself was configured by the stigmatization of seniors as technophobes, fear of "falling behind" and the association of technology with youth, the future and being up-to-date. Being a participant in home trials of an eHealth system became an identity of its own, representing a forward thinking and contemporary person who embraced changes and new technology. Implications for Rehabilitation This article highlights the importance of understanding the participants' drive to participate in field trials and the impact this motivation has on how, during field trials, they perceive using an eHealth system and its perceived usefulness. When studying eHealth systems "in the making at senior" participants' homes, the seniors become part of the research team. The senior participants' learning and knowledge transfer evolves from the dialogue with the research team. For equal participation and power there is a need for ethical, mutual and equal power-relations in the research team (between researchers from different paradigms such as engineers and sociologists) as well as between the researchers' and the participants'.

The Development of Social Learning in Interactive and Observational Contexts

ERIC Educational Resources Information Center

Matheson, Heath; Moore, Chris; Akhtar, Nameera

2013-01-01

From the first year of life, imitative learning readily occurs in contexts where a demonstrator directly interacts with infants (i.e., "interactive contexts"), and at least by 18 months, imitation will also occur in third-party or observational contexts where infants witness a demonstration by another person that is not directed at them. However,…

Improving the English Proficiency of Native Japanese via Digital Storytelling, Blogs, and E-Mobile Technologies

ERIC Educational Resources Information Center

Obari, Hiroyuki; Lambacher, Stephen

2012-01-01

This paper reports on the use of digital storytelling and blog activities to make CALL classes more dynamic and personalized for both instructors and learners alike. An empirical research study was carried out to determine if a blended-learning environment incorporating m-learning could help improve the English listening, presentation, and…

The contributions of community learning centres (CLCs) to personal and community development in Myanmar

NASA Astrophysics Data System (ADS)

Le, Ai Tam Pham

2018-05-01

Community learning centres (CLCs) have been widely established in the Asia-Pacific region as locally managed institutions that offer non-formal educational opportunities and community development activities. Myanmar officially has more than 3,000 centres, which is one of the highest numbers in the region. This article examines the operation of CLCs and their contributions to personal and community development in Padaung, Myanmar. The author's research is based on six weeks of fieldwork in Myanmar for data collection including semi-structured interviews, focus group discussions and informal conversations. Her findings suggest that CLCs can contribute to the improvement of both individuals' quality of life and communities' social capital, which facilitates mutually beneficial collective action. The findings also support the conclusion that CLCs can provide additional educational opportunities beyond the formal system, especially for adults and members of rural communities, e.g. farmers. However, due to constraints in terms of budget, implementing capacity and socio-economic factors, the outreach of CLC activities is still somewhat limited and has yet to reach its full potential.

Recommending Peers for Learning: Matching on Dissimilarity in Interpretations to Provoke Breakdown

ERIC Educational Resources Information Center

Rajagopal, Kamakshi; van Bruggen, Jan M.; Sloep, Peter B.

2017-01-01

People recommenders are a widespread feature of social networking sites and educational social learning platforms alike. However, when these systems are used to extend learners' Personal Learning Networks, they often fall short of providing recommendations of learning value to their users. This paper proposes a design of a people recommender based…

Scaling Up and Zooming In: Big Data and Personalization in Language Learning

ERIC Educational Resources Information Center

Godwin-Jones, Robert

2017-01-01

From its earliest days, practitioners of computer-assisted language learning (CALL) have collected data from computer-mediated learning environments. Indeed, that has been a central aspect of the field from the beginning. Usage logs provided valuable insights into how systems were used and how effective they were for language learning. That…

Detecting Learning Style through Biometric Technology for Mobile GBL

ERIC Educational Resources Information Center

Mehigan, Tracey J.; Pitt, Ian

2012-01-01

Adaptive learning systems tailor content delivery to meet specific needs of the individual for improved learning-outcomes. Learning-styles and personalities are usually determined through the completion of questionnaires. There are a number of models available for this purpose including the Myer-Briggs Model (MBTI), the Big Five Model, and the…

Behavioral Feature Extraction to Determine Learning Styles in e-Learning Environments

ERIC Educational Resources Information Center

Fatahi, Somayeh; Moradi, Hadi; Farmad, Elaheh

2015-01-01

Learning Style (LS) is an important parameter in the learning process. Therefore, learning styles should be considered in the design, development, and implementation of e-learning environments. Consequently, an important capability of an e-learning system could be the automatic determination of a student's learning style. In this paper, a set of…

Cache-Cache Comparison for Supporting Meaningful Learning

ERIC Educational Resources Information Center

Wang, Jingyun; Fujino, Seiji

2015-01-01

The paper presents a meaningful discovery learning environment called "cache-cache comparison" for a personalized learning support system. The processing of seeking hidden relations or concepts in "cache-cache comparison" is intended to encourage learners to actively locate new knowledge in their knowledge framework and check…

The Comparison of Personalization Recommendation for E-Commerce

NASA Astrophysics Data System (ADS)

Ya, Luo

Personalization recommendation is the key technology in E-commerce, which affects the performance of E-commerce system. This paper mainly introduces personalization recommendation system and its role, and several widely used recommendation technology. Through comparing and analyzing on the strengths and weaknesses of recommendation technology, it concludes that the combined application for a variety of techniques should satisfy the actual needs better.

Effects of System's and User's Characteristics on E-Learning Use: A Study at Universiti Malaysia Sarawak

ERIC Educational Resources Information Center

Hong, Kian-Sam; Cheng, Julia Lee Ai; Liau, Tet-Loke

2005-01-01

The benefits of an e-learning system will not be maximised if learners do not use the system. This study was conducted with 26 postgraduate students at a faculty in Universiti Malaysia Sarawak taking an on-campus course supplemented with an e-learning system. The purpose of the study was to determine which factors were related to intention to use…

Assessing eLearning Systems Success in Nigeria: An Application of the DeLone and McLean Information Systems Success Model

ERIC Educational Resources Information Center

Yakubu, M. Nasiru; Dasuki, Salihu Ibrahim

2018-01-01

Aim/Purpose: This study is based on the DeLone and McLean's Information Systems Success (D&M ISS) model, which was modified to determine the success factors responsible for the acceptance of an e-learning system called Canvas by students of a Nigerian University. Background: The adoption of eLearning has been under studied within the context…

Integrating Training Simulations and e-Learning Systems: The SimSCORM Platform (Integratie van Training Simulaties en e-Learning Systemen: Het SimSCORM Platform)

DTIC Science & Technology

2008-07-01

SimSCORM Opdrachtnummer Trainingsconcepten voor Defensie Datum Programmanummer Projectnummer juli 2008 V406 032.13224 Auteur (s) ir H.L.H. de Penning...simulators can provide learners with powerful and realistic learning environments: whereas e-learning systems provide them with interactive, mostly theory ...practice and theory , in both learning and evaluation, is becoming increasingly important. From a learner’s point of view, a powerful learning environment

Optimal teaching strategy in periodic impulsive knowledge dissemination system.

PubMed

Liu, Dan-Qing; Wu, Zhen-Qiang; Wang, Yu-Xin; Guo, Qiang; Liu, Jian-Guo

2017-01-01

Accurately describing the knowledge dissemination process is significant to enhance the performance of personalized education. In this study, considering the effect of periodic teaching activities on the learning process, we propose a periodic impulsive knowledge dissemination system to regenerate the knowledge dissemination process. Meanwhile, we put forward learning effectiveness which is an outcome of a trade-off between the benefits and costs raised by knowledge dissemination as objective function. Further, we investigate the optimal teaching strategy which can maximize learning effectiveness, to obtain the optimal effect of knowledge dissemination affected by the teaching activities. We solve this dynamic optimization problem by optimal control theory and get the optimization system. At last we numerically solve this system in several practical examples to make the conclusions intuitive and specific. The optimal teaching strategy proposed in this paper can be applied widely in the optimization problem of personal education and beneficial for enhancing the effect of knowledge dissemination.

Optimal teaching strategy in periodic impulsive knowledge dissemination system

PubMed Central

Liu, Dan-Qing; Wu, Zhen-Qiang; Wang, Yu-Xin; Guo, Qiang

2017-01-01

Accurately describing the knowledge dissemination process is significant to enhance the performance of personalized education. In this study, considering the effect of periodic teaching activities on the learning process, we propose a periodic impulsive knowledge dissemination system to regenerate the knowledge dissemination process. Meanwhile, we put forward learning effectiveness which is an outcome of a trade-off between the benefits and costs raised by knowledge dissemination as objective function. Further, we investigate the optimal teaching strategy which can maximize learning effectiveness, to obtain the optimal effect of knowledge dissemination affected by the teaching activities. We solve this dynamic optimization problem by optimal control theory and get the optimization system. At last we numerically solve this system in several practical examples to make the conclusions intuitive and specific. The optimal teaching strategy proposed in this paper can be applied widely in the optimization problem of personal education and beneficial for enhancing the effect of knowledge dissemination. PMID:28665961

The Use of SDMs in Developing E-Learning Systems in South Africa

ERIC Educational Resources Information Center

Taylor, Estelle; van Aswegen, Kobus; Huisman, Magda

2014-01-01

The main focus of this study is to determine if systems development methodologies (SDMs) are being utilised in the development of electronic learning systems in South Africa. Electronic learning, or e-learning, is being employed to educate millions of learners, students and employees around the world and it is a critical component of modern…

How does a newly encountered face become familiar? The effect of within-person variability on adults' and children's perception of identity.

PubMed

Baker, Kristen A; Laurence, Sarah; Mondloch, Catherine J

2017-04-01

Adults and children aged 6years and older easily recognize multiple images of a familiar face, but often perceive two images of an unfamiliar face as belonging to different identities. Here we examined the process by which a newly encountered face becomes familiar, defined as accurate recognition of multiple images that capture natural within-person variability in appearance. In Experiment 1 we examined whether exposure to within-person variability in appearance helps children learn a new face. Children aged 6-13years watched a 10-min video of a woman reading a story; she was filmed on a single day (low variability) or over three days, across which her appearance and filming conditions (e.g., camera, lighting) varied (high variability). After familiarization, participants sorted a set of images comprising novel images of the target identity intermixed with distractors. Compared to participants who received no familiarization, children showed evidence of learning only in the high-variability condition, in contrast to adults who showed evidence of learning in both the low- and high-variability conditions. Experiment 2 highlighted the efficiency with which adults learn a new face; their accuracy was comparable across training conditions despite variability in duration (1 vs. 10min) and type (video vs. static images) of training. Collectively, our findings show that exposure to variability leads to the formation of a robust representation of facial identity, consistent with perceptual learning in other domains (e.g., language), and that the development of face learning is protracted throughout childhood. We discuss possible underlying mechanisms. Copyright © 2016. Published by Elsevier B.V.

Personal Competencies/Personalized Learning: Reflection on Instruction. A Peer-to-Peer Learning and Observation Tool

ERIC Educational Resources Information Center

Twyman, Janet; Redding, Sam

2015-01-01

This publication and its companion, "Personal Competencies/Personalized Learning: Lesson Plan Reflection Guide," were created in response to a request for further development of the practical application of personalized learning concepts by teachers. Personalized learning varies the time, place, and pace of learning for each student, and…

Teaching and Learning in Iraq: A Brief History

ERIC Educational Resources Information Center

Mohammed-Marzouk, Methal R.

2012-01-01

This article investigates the Iraqi educational system and the historical, political, religious, and cultural factors that have influenced teaching and learning in Iraq. It is based on the author's personal experience as an educator within the system for three decades. The author posits that Iraqi educators must establish a collaborative and…

A Multi-Agent Question-Answering System for E-Learning and Collaborative Learning Environment

ERIC Educational Resources Information Center

Alinaghi, Tannaz; Bahreininejad, Ardeshir

2011-01-01

The increasing advances of new Internet technologies in all application domains have changed life styles and interactions. E-learning and collaborative learning environment systems are originated through such changes and aim at providing facilities for people in different times and geographical locations to cooperate, collaborate, learn and work…

Effectiveness of e-learning in hospitals.

PubMed

Chuo, Yinghsiang; Liu, Chuangchun; Tsai, Chunghung

2015-01-01

Because medical personnel share different work shifts (i.e., three work shifts) and do not have a fixed work schedule, implementing timely, flexible, and quick e-learning methods for their continued education is imperative. Hospitals are currently focusing on developing e-learning. This study aims to explore the key factors that influence the effectiveness of e-learning in medical personnel. This study recruited medical personnel as the study participants and collected sample data by using the questionnaire survey method. This study is based on the information systems success model (IS success model), a significant model in MIS research. This study found that the factors (i.e., information quality, service quality, convenience, and learning climate) influence the e-learning satisfaction and in turn influence effectiveness in medical personnel. This study provided recommendations to medical institutions according to the derived findings, which can be used as a reference when establishing e-learning systems in the future.

Beyond common features: The role of roles in determining similarity1

PubMed Central

Jones, Matt; Love, Bradley C.

2007-01-01

Historically, accounts of object representation and perceived similarity have focused on intrinsic features. Although more recent accounts have explored how objects, scenes, and situations containing common relational structures come to be perceived as similar, less is known about how the perceived similarity of parts or objects embedded within these relational systems is affected. The current studies test the hypothesis that objects situated in common relational systems come to be perceived as more similar. Similarity increases most for objects playing the same role within a relation (e.g., predator), but also increases for objects playing different roles within the same relation (e.g., the predator or prey role in the hunts relation) regardless of whether the objects participate in the same instance of the relation. This pattern of results can be captured by extending existing models that extract meaning from text corpora so that they are sensitive to the verb-specific thematic roles that objects fill. Alternative explanations based on analogical and inferential processes are also considered, as well as the implications of the current findings to research in language processing, personality and person perception, decision making, and category learning. PMID:17094958

Developmental regulation of fear learning and anxiety behavior by endocannabinoids.

PubMed

Lee, T T-Y; Hill, M N; Lee, F S

2016-01-01

The developing brain undergoes substantial maturation into adulthood and the development of specific neural structures occurs on differing timelines. Transient imbalances between developmental trajectories of corticolimbic structures, which are known to contribute to regulation over fear learning and anxiety, can leave an individual susceptible to mental illness, particularly anxiety disorders. There is a substantial body of literature indicating that the endocannabinoid (eCB) system critically regulates stress responsivity and emotional behavior throughout the life span, making this system a novel therapeutic target for stress- and anxiety-related disorders. During early life and adolescence, corticolimbic eCB signaling changes dynamically and coincides with different sensitive periods of fear learning, suggesting that eCB signaling underlies age-specific fear learning responses. Moreover, perturbations to these normative fluctuations in corticolimbic eCB signaling, such as stress or cannabinoid exposure, could serve as a neural substrate contributing to alterations to the normative developmental trajectory of neural structures governing emotional behavior and fear learning. In this review, we first introduce the components of the eCB system and discuss clinical and rodent models showing eCB regulation of fear learning and anxiety in adulthood. Next, we highlight distinct fear learning and regulation profiles throughout development and discuss the ontogeny of the eCB system in the central nervous system, and models of pharmacological augmentation of eCB signaling during development in the context of fear learning and anxiety. © 2015 John Wiley & Sons Ltd and International Behavioural and Neural Genetics Society.

Can only one person be right? The development of objectivism and social preferences regarding widely shared and controversial moral beliefs.

PubMed

Heiphetz, Larisa; Young, Liane L

2017-10-01

Prior work has established that children and adults distinguish moral norms (e.g., hitting is wrong) from conventional norms (e.g., wearing pajamas to school is wrong). Specifically, moral norms are generally perceived as universal across time and space, similar to objective facts. We examined preschoolers' and adults' perceptions of moral beliefs alongside facts and opinions by asking whether only one person could be right in the case of disagreements. We also compared perceptions of widely shared moral beliefs (e.g., whether it is better to pull someone's hair or share with someone) and controversial moral beliefs (e.g., whether it is better to help someone with a project or make cookies for someone). In Studies 1 and 2, preschoolers and adults were more likely to judge that only one person could be right in the case of widely shared versus controversial moral beliefs, treating the former as more objective or fact-like. Children were also more likely than adults to say that only one person could be right in a moral disagreement. Study 2 additionally revealed that adults were more likely than children to report preferring individuals who shared their controversial moral beliefs. Study 3 replicated these patterns using a different sample of widely shared beliefs (e.g., whether it is okay to mock a poor classmate) and controversial moral beliefs (e.g., whether it is okay to tell small, prosocial lies). While some aspects of moral cognition may depend on abundant social learning and cognitive development, the perception that disagreements about widely shared moral beliefs have only one right answer while disagreements about controversial moral beliefs do not emerges relatively early. We discuss implications for moral learning and social preferences. Copyright © 2016 Elsevier B.V. All rights reserved.

Sensory Motor Coordination in Robonaut

NASA Technical Reports Server (NTRS)

Peters, Richard Alan, II

2003-01-01

As a participant of the year 2000 NASA Summer Faculty Fellowship Program, I worked with the engineers of the Dexterous Robotics Laboratory at NASA Johnson Space Center on the Robonaut project. The Robonaut is an articulated torso with two dexterous arms, left and right five-fingered hands, and a head with cameras mounted on an articulated neck. This advanced space robot, now driven only teleoperatively using VR gloves, sensors and helmets, is to be upgraded to a thinking system that can find, interact with and assist humans autonomously, allowing the Crew to work with Robonaut as a (junior) member of their team. Thus, the work performed this summer was toward the goal of enabling Robonaut to operate autonomously as an intelligent assistant to astronauts. Our underlying hypothesis is that a robot can develop intelligence if it learns a set of basic behaviors (i.e., reflexes - actions tightly coupled to sensing) and through experience learns how to sequence these to solve problems or to accomplish higher-level tasks. We describe our approach to the automatic acquisition of basic behaviors as learning sensory-motor coordination (SMC). Although research in the ontogenesis of animals development from the time of conception) supports the approach of learning SMC as the foundation for intelligent, autonomous behavior, we do not know whether it will prove viable for the development of autonomy in robots. The first step in testing the hypothesis is to determine if SMC can be learned by the robot. To do this, we have taken advantage of Robonaut's teleoperated control system. When a person teleoperates Robonaut, the person's own SMC causes the robot to act purposefully. If the sensory signals that the robot detects during teleoperation are recorded over several repetitions of the same task, it should be possible through signal analysis to identify the sensory-motor couplings that accompany purposeful motion. In this report, reasons for suspecting SMC as the basis for intelligent behavior will be reviewed. A robot control system for autonomous behavior that uses learned SMC will be proposed. Techniques for the extraction of salient parameters from sensory and motor data will be discussed. Experiments with Robonaut will be discussed and preliminary data presented.

Moodle 2.0: Shifting from a Learning Toolkit to a Open Learning Platform

NASA Astrophysics Data System (ADS)

Alier, Marc; Casañ, María José; Piguillem, Jordi

Learning Management Systems (LMS) have reached a plateau of maturity in features, application to teaching practices and wide adoption by learning institutions. But the Web 2.0 carries new kinds of tools, services and ways of using the web; personally and socially. Some educators and learners have started to advocate for a new approach to frame one's learning sources, from the LMS course space towards Personal Learning Environments (PLE). But PLE's are characterized by its absence of structure, just what is provided by open standards and mashup techniques. Based on 5 years of participative observation research, this article explains the changes in architecture performed on the second version of Moodle, why did these changes happen and what should be the next steps so Moodle can shift from being a learning tool to a true open learning platform.

Web based Health Education, E-learning, for weight management.

PubMed

Heetebry, Irene; Hatcher, Myron; Tabriziani, Hossein

2005-12-01

Obesity is a major health problem across the United States and becoming a progressive world wide problem. An overweight person could access the weight management program and develop a personalized weight reduction plan. The customer enters specific data to personalize the program and in the future an artificial intelligence program can evaluate customer behavior and adjust accordingly. This is an on-line program with class room support, offered as back up when desired by the patient.

Productivity, part 2: cloud storage, remote meeting tools, screencasting, speech recognition software, password managers, and online data backup.

PubMed

Lackey, Amanda E; Pandey, Tarun; Moshiri, Mariam; Lalwani, Neeraj; Lall, Chandana; Bhargava, Puneet

2014-06-01

It is an opportune time for radiologists to focus on personal productivity. The ever increasing reliance on computers and the Internet has significantly changed the way we work. Myriad software applications are available to help us improve our personal efficiency. In this article, the authors discuss some tools that help improve collaboration and personal productivity, maximize e-learning, and protect valuable digital data. Published by Elsevier Inc.

A Study of Hand Back Skin Texture Patterns for Personal Identification and Gender Classification

PubMed Central

Xie, Jin; Zhang, Lei; You, Jane; Zhang, David; Qu, Xiaofeng

2012-01-01

Human hand back skin texture (HBST) is often consistent for a person and distinctive from person to person. In this paper, we study the HBST pattern recognition problem with applications to personal identification and gender classification. A specially designed system is developed to capture HBST images, and an HBST image database was established, which consists of 1,920 images from 80 persons (160 hands). An efficient texton learning based method is then presented to classify the HBST patterns. First, textons are learned in the space of filter bank responses from a set of training images using the l1 -minimization based sparse representation (SR) technique. Then, under the SR framework, we represent the feature vector at each pixel over the learned dictionary to construct a representation coefficient histogram. Finally, the coefficient histogram is used as skin texture feature for classification. Experiments on personal identification and gender classification are performed by using the established HBST database. The results show that HBST can be used to assist human identification and gender classification. PMID:23012512

E-Learning Systems Support of Collaborative Agreements: A Theoretical Model

ERIC Educational Resources Information Center

Aguirre, Sandra; Quemada, Juan

2012-01-01

This paper introduces a theoretical model for developing integrated degree programmes through e-learning systems as stipulated by a collaboration agreement signed by two universities. We have analysed several collaboration agreements between universities at the national, European, and transatlantic level as well as various e-learning frameworks. A…

Effect of Demographic Factors on E-Learning Effectiveness in a Higher Learning Institution in Malaysia

ERIC Educational Resources Information Center

Islam, Md. Aminul; Rahim, Noor Asliza Abdul; Liang, Tan Chee; Momtaz, Hasina

2011-01-01

This research attempted to find out the effect of demographic factors on the effectiveness of the e-learning system in a higher learning Institution. The students from this institution were randomly selected in order to evaluate the effectiveness of learning system in student's learning process. The primary data source is the questionnaires that…

Playable Stories: Making Programming and 3D Role-Playing Game Design Personally and Socially Relevant

ERIC Educational Resources Information Center

Ingram-Goble, Adam

2013-01-01

This is an exploratory design study of a novel system for learning programming and 3D role-playing game design as tools for social change. This study was conducted at two sites. Participants in the study were ages 9-14 and worked for up to 15 hours with the platform to learn how to program and design video games with personally or socially…

An Analysis Of Personalized Learning Systems For Navy Training And Education Settings

DTIC Science & Technology

2016-12-01

of dedicated “schoolhouse” training and education among the services account for approximately $8.7 billion per year (Department of Defense [DOD...calls it customized learning) opportunities for the Air Force with the sole intent of reducing time-to- train , and thereby significantly reducing...technology to develop and distribute personalized, cost-effective, always available, high quality training and education to service members and DOD

Motivational orientation modulates the neural response to reward.

PubMed

Linke, Julia; Kirsch, Peter; King, Andrea V; Gass, Achim; Hennerici, Michael G; Bongers, André; Wessa, Michèle

2010-02-01

Motivational orientation defines the source of motivation for an individual to perform a particular action and can either originate from internal desires (e.g., interest) or external compensation (e.g., money). To this end, motivational orientation should influence the way positive or negative feedback is processed during learning situations and this might in turn have an impact on the learning process. In the present study, we thus investigated whether motivational orientation, i.e., extrinsic and intrinsic motivation modulates the neural response to reward and punishment as well as learning from reward and punishment in 33 healthy individuals. To assess neural responses to reward, punishment and learning of reward contingencies we employed a probabilistic reversal learning task during functional magnetic resonance imaging. Extrinsic and intrinsic motivation were assessed with a self-report questionnaire. Rewarding trials fostered activation in the medial orbitofrontal cortex and anterior cingulate gyrus (ACC) as well as the amygdala and nucleus accumbens, whereas for punishment an increased neural response was observed in the medial and inferior prefrontal cortex, the superior parietal cortex and the insula. High extrinsic motivation was positively correlated to increased neural responses to reward in the ACC, amygdala and putamen, whereas a negative relationship between intrinsic motivation and brain activation in these brain regions was observed. These findings show that motivational orientation indeed modulates the responsiveness to reward delivery in major components of the human reward system and therefore extends previous results showing a significant influence of individual differences in reward-related personality traits on the neural processing of reward. Copyright (c) 2009 Elsevier Inc. All rights reserved.

Electronic Means of Foreign Language Learning in the System of Higher Education

ERIC Educational Resources Information Center

Frolova, Natalia

2017-01-01

Integration of information communication technologies, enhancing students' motivation and adding to personalized learning, into higher education is challenging but beneficial. It is particularly acute in the field of foreign language learning which requires language competence formation along with knowledge of grammar patterns, vocabulary…

Expressive Phonology as Evaluative Comment in Personal Oral Narrative: The Play Frame and Language Learning

ERIC Educational Resources Information Center

Mischler, James J., III

2008-01-01

This article presents a case study of phonological types of internal evaluation in the personal oral narrative of one non-native speaker of English. The purpose was twofold: (1) to study whether laughter and exhaled breath can serve the functions of expressive phonology; i.e., phonological features which provide commentary and point of view for…

E-Learning System Using Segmentation-Based MR Technique for Learning Circuit Construction

ERIC Educational Resources Information Center

Takemura, Atsushi

2016-01-01

This paper proposes a novel e-Learning system using the mixed reality (MR) technique for technical experiments involving the construction of electronic circuits. The proposed system comprises experimenters' mobile computers and a remote analysis system. When constructing circuits, each learner uses a mobile computer to transmit image data from the…

OLMS: Online Learning Management System for E-Learning

ERIC Educational Resources Information Center

Ippakayala, Vinay Kumar; El-Ocla, Hosam

2017-01-01

In this paper we introduce a learning management system that provides a management system for centralized control of course content. A secure system to record lectures is implemented as a key feature of this application. This feature would be accessed through web camera and mobile recording. These features are mainly designed for e-learning…

Grammar Processing through English L2 E-Books: Distance vs. Face-to-Face Learning

ERIC Educational Resources Information Center

Escobar-Álvarez, Mª Ángeles

2016-01-01

For university teachers in Distance Education, e-books should be an optimum solution since they do not have the opportunity to flip through the pages of print texts together with their students in the same classroom. College students usually use criteria such as cost, efficiency and personal comfort. Working with e-textbooks can be a tough…

About GI Motility

MedlinePlus

... eNewsletter Sidebar × MOBILE MENU About Us Learn About GI Motility Digestive Tract Disorders of the Esophagus Disorders ... Floor Motility Testing Personal Stories Contact Search About GI Motility Twitter Facebook YouTube Search Search ... About Us ...

A Flowchart-Based Intelligent Tutoring System for Improving Problem-Solving Skills of Novice Programmers

ERIC Educational Resources Information Center

Hooshyar, D.; Ahmad, R. B.; Yousefi, M.; Yusop, F. D.; Horng, S.-J.

2015-01-01

Intelligent tutoring and personalization are considered as the two most important factors in the research of learning systems and environments. An effective tool that can be used to improve problem-solving ability is an Intelligent Tutoring System which is capable of mimicking a human tutor's actions in implementing a one-to-one personalized and…

A Retrospective Study of Academic Leadership Skill Development, Retention and Use: The Experience of the Food Systems Leadership Institute

ERIC Educational Resources Information Center

Fernandez, Claudia S. P.; Noble, Cheryl C.; Jensen, Elizabeth T.; Martin, Linda; Stewart, Marshall

2016-01-01

The Food Systems Leadership Institute (FSLI) is a 2-year leadership development program consisting of 3 intensive in-person immersion retreats, and a robust and customizable distance-based program. Participants come primarily from land-grant and public universities and learn about personal, organizational and system leadership with a focus on food…

The Efficiency of the "Learning Management System (LMS)" in AOU, Kuwait, as a Communication Tool in an E-Learning System

ERIC Educational Resources Information Center

Alfadly, Ahmad Assaf

2013-01-01

Purpose: The integration of a Learning Management System (LMS) at the Arab Open University (AOU), Kuwait, opens new possibilities for online interaction between teachers and students. The purpose of this paper is to evaluate the efficiency of the LMS at AOU, Kuwait as a communication tool in the E-learning system and to find the best automated…

Success Factors for e-Learning in a Developing Country: A Case Study of Serbia

ERIC Educational Resources Information Center

Raspopovic, Miroslava; Jankulovic, Aleksandar; Runic, Jovana; Lucic, Vanja

2014-01-01

In this paper, DeLone and McLean's updated information system model was used to evaluate the success of an e-Learning system and its courses in a transitional country like Serbia. In order to adapt this model to an e-Learning system, suitable success metrics were chosen for each of the evaluation stages. Furthermore, the success metrics for…

Designing a Personalized Guide Recommendation System to Mitigate Information Overload in Museum Learning

ERIC Educational Resources Information Center

Huang, Yong-Ming; Liu, Chien-Hung; Lee, Chun-Yi; Huang, Yueh-Min

2012-01-01

Museum learning has received a lot of attention in recent years. Museum learning refers to people's use of museums to acquire knowledge. However, a problem with information overload has caused in engaging in such learning. Information overload signifies that users encounter a mass of information and need to determine whether certain information…

Preparing Students to Learn without Us

ERIC Educational Resources Information Center

Richardson, Will

2012-01-01

In this era of access, personalizing learning means allowing students to choose their own paths through the curriculum. However, the ability to learn what we want, when we want it, and with whomever we want creates a huge push against a system of education steeped in time-and-place learning. Fundamental changes need to happen in schools to provide…

Bluetooth Low Energy Peripheral Android Health App for Educational and Interoperability Testing Purposes.

PubMed

Frohner, Matthias; Urbauer, Philipp; Sauermann, Stefan

2017-01-01

Based on recent telemonitoring activities in Austria for enabling integrated health care, the communication interfaces between personal health devices (e.g. blood pressure monitor) and personal health gateway devices (e.g. smartphone, routing received information to wide area networks) play an important role. In order to ease testing of the Bluetooth Low Energy interface functionality of the personal health gateway devices, a personal health device simulator was developed. Based on specifications from the Bluetooth SIG a XML software test configuration file structure is defined that declares the specific features of the personal health devices simulated. Using this configuration file, different scenarios are defined, e.g. send a single measurement result from a blood pressure reading or sending multiple (historic) weight scale readings. The simulator is intended to be used for educational purposes in lectures, where the number of physical personal health devices can be reduced and learning can be improved. It could be shown that this simulator assists the development process of mHealth applications by reducing the time needed for development and testing.

Learning to Click: An Evaluation of the Personal Response System Clicker Technology in Introductory Marketing Courses

ERIC Educational Resources Information Center

Williamson Sprague, Elaine; Dahl, Darren W.

2010-01-01

The incorporation of personal response system (PRS) clickers into teaching pedagogy has created implications for teaching practice and student satisfaction. Using a current undergraduate business student population, the authors measure student attitudes and preferences and identify student performance outcomes relating to the use of PRS clickers.…

Gender Differences in Student Performance in Large Lecture Classrooms Using Personal Response Systems ("Clickers") with Narrative Case Studies

ERIC Educational Resources Information Center

Kang, Hosun; Lundeberg, Mary; Wolter, Bjorn; delMas, Robert; Herreid, Clyde F.

2012-01-01

This study investigated gender differences in science learning between two pedagogical approaches: traditional lecture and narrative case studies using personal response systems ("clickers"). Thirteen instructors of introductory biology classes at 12 different institutions across the USA and Canada used two types of pedagogy (Clicker…

Lecture Rule No. 1: Cell Phones ON, Please! A Low-Cost Personal Response System for Learning and Teaching

ERIC Educational Resources Information Center

Lee, Albert W. M.; Ng, Joseph K. Y.; Wong, Eva Y. W.; Tan, Alfred; Lau, April K. Y.; Lai, Stephen F. Y.

2013-01-01

phone, that can be used to replace the "clicker" as a personal response device. Our mobile phone-based response system (iQlickers) collects and analyzes the answers or opinions sent in by the students as SMS (short message service) messages. The statistic of the…

Normalized distance aggregation of discriminative features for person reidentification

NASA Astrophysics Data System (ADS)

Hou, Li; Han, Kang; Wan, Wanggen; Hwang, Jenq-Neng; Yao, Haiyan

2018-03-01

We propose an effective person reidentification method based on normalized distance aggregation of discriminative features. Our framework is built on the integration of three high-performance discriminative feature extraction models, including local maximal occurrence (LOMO), feature fusion net (FFN), and a concatenation of LOMO and FFN called LOMO-FFN, through two fast and discriminant metric learning models, i.e., cross-view quadratic discriminant analysis (XQDA) and large-scale similarity learning (LSSL). More specifically, we first represent all the cross-view person images using LOMO, FFN, and LOMO-FFN, respectively, and then apply each extracted feature representation to train XQDA and LSSL, respectively, to obtain the optimized individual cross-view distance metric. Finally, the cross-view person matching is computed as the sum of the optimized individual cross-view distance metric through the min-max normalization. Experimental results have shown the effectiveness of the proposed algorithm on three challenging datasets (VIPeR, PRID450s, and CUHK01).

Stability of the guinea pigs personality - cognition - linkage over time.

PubMed

Brust, Vera; Guenther, Anja

2017-01-01

In human psychological research, personality traits as well as cognitive traits are usually validated for both, their stability over time and contexts. While stability over time gives an estimate on how genetically fixated a trait can be, correlations across traits have the power to reveal linkages or trade - offs. In animals, these validations have widely been done for personality but not for cognitive traits. We tested guinea pigs in four consecutive discrimination tasks using four unique pairs of objects with two objects of the same form but different size in each pair. The same animals were tested twice each for three personality traits, i.e. boldness, aggression and sociopositive behaviour. The animals did not learn to "always choose the larger item" in the cognitive task but learned to discriminate the two objects of each stimulus pair anew, so that we did test for learning speed in four slightly different task setups. Performance over the four tasks was significantly repeatable as well as all tested personality traits. A stable linkage over time was found between sociopositive behaviour and learning performance, probably indicating an ecological relevance for a correlation between these two traits. Still, not all traits seem to be connected amongst each other, as in our case boldness and aggression are both not linked to individual learning performance. Future studies will hopefully further investigate the repeatability of various cognitive traits in several species and thus lead to a better understanding of the interdependence of personality and cognition. This will help to unravel which suites of traits facilitate individual life histories and hence improve our understanding of the emergence and maintenance of individual differences. Copyright © 2016 Elsevier B.V. All rights reserved.

Exploring PCK ability of prospective science teachers in reflective learning on heat and transfer

NASA Astrophysics Data System (ADS)

Nurmatin, S.; Rustaman, N. Y.

2016-02-01

Learning can be planned by the person him/herself when he or she tries to reflect his/her learning. A study involving prospective science teachers in junior secondary schools was carried out to analyze their ability on Pedagogical Content Knowledge (PCK) in reflective learning after teaching practice. The study was focused especially in creating Pedagogical and Professional Repertoires (PaP-eRs) as part of resource-folios. PaP-eRs as a narrative writing in the learning activities are created by prospective science teachers after lesson plan implementation. Making the narrative writing is intended that prospective science teachers can reflect their learning in teaching. Research subjects are six prospective science teachers who are implementing "Program Pengalaman Lapangan" (PPL) in two junior secondary schools in Bandung, West Java, Indonesia. All of them were assigned by supervisor teachers to teach VII grade students on certain topic "heat and its transfer". Instruments used as a means of collecting data in this study is PaP-eRs. Collected PaP-eRs were then analyzed using PaP-eRs analysis format as instruments for analysis. The result of analyzing PaP-eRs indicates that learning activities, which narrated, involve initial activities, core activities and final activities. However, any activity, which is narrated just superficial as its big line so the narration cannot be, used as reflective learning. It indicates that PCK ability of prospective science teachers in creating narrative writing (PaP-eRs) for reflective learning is still low.

Factors that influence acceptance of web-based e-learning systems for the in-service education of junior high school teachers in Taiwan.

PubMed

Chen, Hong-Ren; Tseng, Hsiao-Fen

2012-08-01

Web-based e-learning is not restricted by time or place and can provide teachers with a learning environment that is flexible and convenient, enabling them to efficiently learn, quickly develop their professional expertise, and advance professionally. Many research reports on web-based e-learning have neglected the role of the teacher's perspective in the acceptance of using web-based e-learning systems for in-service education. We distributed questionnaires to 402 junior high school teachers in central Taiwan. This study used the Technology Acceptance Model (TAM) as our theoretical foundation and employed the Structure Equation Model (SEM) to examine factors that influenced intentions to use in-service training conducted through web-based e-learning. The results showed that motivation to use and Internet self-efficacy were significantly positively associated with behavioral intentions regarding the use of web-based e-learning for in-service training through the factors of perceived usefulness and perceived ease of use. The factor of computer anxiety had a significantly negative effect on behavioral intentions toward web-based e-learning in-service training through the factor of perceived ease of use. Perceived usefulness and motivation to use were the primary reasons for the acceptance by junior high school teachers of web-based e-learning systems for in-service training. Copyright © 2011 Elsevier Ltd. All rights reserved.

Threat driven modeling framework using petri nets for e-learning system.

PubMed

Khamparia, Aditya; Pandey, Babita

2016-01-01

Vulnerabilities at various levels are main cause of security risks in e-learning system. This paper presents a modified threat driven modeling framework, to identify the threats after risk assessment which requires mitigation and how to mitigate those threats. To model those threat mitigations aspects oriented stochastic petri nets are used. This paper included security metrics based on vulnerabilities present in e-learning system. The Common Vulnerability Scoring System designed to provide a normalized method for rating vulnerabilities which will be used as basis in metric definitions and calculations. A case study has been also proposed which shows the need and feasibility of using aspect oriented stochastic petri net models for threat modeling which improves reliability, consistency and robustness of the e-learning system.

Analysis of Person-Situation Interactions in Educational Settings via Cross-Classified Multilevel Longitudinal Modelling: Illustrated with the Example of Students' Stress Experience

ERIC Educational Resources Information Center

Kärner, Tobias; Sembill, Detlef; Aßmann, Christian; Friederichs, Edgar; Carstensen, Claus H.

2017-01-01

The investigation of learning processes by assessing students' experience along with objective characteristics within a classroom context has a long tradition in empirical learning process research (e.g. Sembill, 1984 et passim; Wild & Krapp, 1996). However, most of the existing studies confine themselves to psychological variables that seem…

PERSON-Personalized Expert Recommendation System for Optimized Nutrition.

PubMed

Chen, Chih-Han; Karvela, Maria; Sohbati, Mohammadreza; Shinawatra, Thaksin; Toumazou, Christofer

2018-02-01

The rise of personalized diets is due to the emergence of nutrigenetics and genetic tests services. However, the recommendation system is far from mature to provide personalized food suggestion to consumers for daily usage. The main barrier of connecting genetic information to personalized diets is the complexity of data and the scalability of the applied systems. Aiming to cross such barriers and provide direct applications, a personalized expert recommendation system for optimized nutrition is introduced in this paper, which performs direct to consumer personalized grocery product filtering and recommendation. Deep learning neural network model is applied to achieve automatic product categorization. The ability of scaling with unknown new data is achieved through the generalized representation of word embedding. Furthermore, the categorized products are filtered with a model based on individual genetic data with associated phenotypic information and a case study with databases from three different sources is carried out to confirm the system.

Comparing Learning Outcomes of Video-Based E-Learning with Face-to-Face Lectures of Agricultural Engineering Courses in Korean Agricultural High Schools

ERIC Educational Resources Information Center

Park, Sung Youl; Kim, Soo-Wook; Cha, Seung-Bong; Nam, Min-Woo

2014-01-01

This study investigated the effectiveness of e-learning by comparing the learning outcomes in conventional face-to-face lectures and e-learning methods. Two video-based e-learning contents were developed based on the rapid prototyping model and loaded onto the learning management system (LMS), which was available at http://www.greenehrd.com.…

The Promise of Education Information Systems: How Technology Can Improve School Management and Success

ERIC Educational Resources Information Center

Levenson, Nathan; Boser, Ulrich

2014-01-01

Many school district strategic plans and education conferences are aggressively embracing technology to improve teaching and learning. Classroom technology typically includes blended learning, personalized learning, online courses for students, and professional development for teachers, among many other things. As districts wrestle with tighter…

Enhancement of Student Learning Performance Using Personalized Diagnosis and Remedial Learning System

ERIC Educational Resources Information Center

Chen, Ling-Hsiu

2011-01-01

Although conventional student assessments are extremely convenient for calculating student scores, they do not conceptualize how students organize their knowledge. Therefore, teachers and students rarely understand how to improve their future learning progress. The limitations of conventional testing methods indicate the importance of accurately…

May I Suggest? Comparing Three PLE Recommender Strategies

ERIC Educational Resources Information Center

Modritscher, Felix; Krumay, Barbara; El Helou, Sandy; Gillet, Denis; Nussbaumer, Alexander; Albert, Dietrich; Dahn, Ingo; Ullrich, Carsten

2011-01-01

Personal learning environment (PLE) solutions aim at empowering learners to design (ICT and web-based) environments for their learning activities, mashing-up content and people and apps for different learning contexts. Widely used in other application areas, recommender systems can be very useful for supporting learners in their PLE-based…

A Distributed Intelligent E-Learning System

ERIC Educational Resources Information Center

Kristensen, Terje

2016-01-01

An E-learning system based on a multi-agent (MAS) architecture combined with the Dynamic Content Manager (DCM) model of E-learning, is presented. We discuss the benefits of using such a multi-agent architecture. Finally, the MAS architecture is compared with a pure service-oriented architecture (SOA). This MAS architecture may also be used within…

A Novel Architecture for E-Learning Knowledge Assessment Systems

ERIC Educational Resources Information Center

Gierlowski, Krzysztof; Nowicki, Krzysztof

2009-01-01

In this article we propose a novel e-learning system, dedicated strictly to knowledge assessment tasks. In its functioning it utilizes web-based technologies, but its design differs radically from currently popular e-learning solutions which rely mostly on thin-client architecture. Our research proved that such architecture, while well suited for…

Grounding theories of W(e)Learn: a framework for online interprofessional education.

PubMed

Casimiro, Lynn; MacDonald, Colla J; Thompson, Terrie Lynn; Stodel, Emma J

2009-07-01

Interprofessional care (IPC) is a prerequisite for enhanced communication between healthcare team members, improved quality of care, and better outcomes for patients. A move to an IPC model requires changing the learning experiences of healthcare providers during and after their qualification program. With the rapid growth of online and blended approaches to learning, an educational framework that explains how to construct quality learning events to provide IPC is pressing. Such a framework would offer a quality standard to help educators design, develop, deliver, and evaluate online interprofessional education (IPE) programs. IPE is an extremely delicate process due to issues related to knowledge, status, power, accountability, personality traits, and culture that surround IPC. In this paper, a review of the pertinent literature that would inform the development of such a framework is presented. The review covers IPC, IPE, learning theories, and eLearning in healthcare.

The Competencies Required for Effective Performance in a University e-Learning Environment

ERIC Educational Resources Information Center

Parkes, Mitchell; Reading, Christine; Stein, Sarah

2013-01-01

The aim of this study was to identify and rate the importance of the competencies required by students for effective performance in a university e-learning environment mediated by a learning management system. Two expert panels identified 58 e-learning competencies considered to be essential for e-learning. Of these competencies, 22 were related…

Using S-P Chart and Bloom Taxonomy to Develop Intelligent Formative Assessment Tool

ERIC Educational Resources Information Center

Chang, Wen-Chih; Yang, Hsuan-Che; Shih, Timothy K.; Chao, Louis R.

2009-01-01

E-learning provides a convenient and efficient way for learning. Formative assessment not only guides student in instruction and learning, diagnose skill or knowledge gaps, but also measures progress and evaluation. An efficient and convenient e-learning formative assessment system is the key character for e-learning. However, most e-learning…

Exploring Factors Affecting Users' Satisfaction toward E-Learning Systems

ERIC Educational Resources Information Center

Hammouri, Qais; Abu-Shanab, Emad

2018-01-01

E-learning is emerging as the new phenomenon of modern education. Universities are adopting e-learning as a strategy for the improving the teaching/learning process. The primary question addressed in this paper is related to the factors influencing the adoption of e-learning. An integrated model was used to explore the factors influencing…

Perceived Satisfaction, Perceived Usefulness and Interactive Learning Environments as Predictors to Self-Regulation in e-Learning Environments

ERIC Educational Resources Information Center

Liaw, Shu-Sheng; Huang, Hsiu-Mei

2013-01-01

The research purpose is to investigate learner self-regulation in e-learning environments. In order to better understand learner attitudes toward e-learning, 196 university students answer a questionnaire survey after use an e-learning system few months. The statistical results showed that perceived satisfaction, perceived usefulness, and…

34 CFR 85.315 - May I use the services of an excluded person as a principal under a covered transaction?

Code of Federal Regulations, 2010 CFR

2010-07-01

... this kind of an agreement or arrangement more than 90 days after you learn of the exclusion or after.... Authority: E.O. 12549 (3 CFR, 1986 Comp., p. 189); E.O 12689 (3 CFR, 1989 Comp., p. 235); 20 U.S.C. 1082...

Comparing Children's E-Safety Strategies with Guidelines Offered by Adults

ERIC Educational Resources Information Center

Lorenz, Birgy; Kikkas, Kaido; Laanpere, Mart

2012-01-01

The ways our children are using Internet have changed significantly within the last five years: the Web experience is more personalised, social, open, self-regulated and oriented towards ripping, remixing, sharing, following, reflecting. As a result, also e-learning has recently become more social and open, involving the use of personal learning…

34 CFR 85.315 - May I use the services of an excluded person as a principal under a covered transaction?

Code of Federal Regulations, 2011 CFR

2011-07-01

... this kind of an agreement or arrangement more than 90 days after you learn of the exclusion or after.... (Authority: E.O. 12549 (3 CFR, 1986 Comp., p. 189); E.O 12689 (3 CFR, 1989 Comp., p. 235); 20 U.S.C. 1082...

How Big Data, Comparative Effectiveness Research, and Rapid-Learning Health-Care Systems Can Transform Patient Care in Radiation Oncology.

PubMed

Sanders, Jason C; Showalter, Timothy N

2018-01-01

Big data and comparative effectiveness research methodologies can be applied within the framework of a rapid-learning health-care system (RLHCS) to accelerate discovery and to help turn the dream of fully personalized medicine into a reality. We synthesize recent advances in genomics with trends in big data to provide a forward-looking perspective on the potential of new advances to usher in an era of personalized radiation therapy, with emphases on the power of RLHCS to accelerate discovery and the future of individualized radiation treatment planning.

Secondary Teachers' Concerns in Adopting Learning Management Systems: A U.S. Perspective

ERIC Educational Resources Information Center

Lochner, Bianca; Conrad, Rita-Marie; Graham, Edward

2015-01-01

This study examined the concerns of U.S. secondary teachers regarding the adoption of learning management systems (LMSs) utilizing the concerns-based adoption model (CBAM). The stages of concern questionnaire used enabled the strength of teacher concerns to be measured for seven distinct stages of concerns: awareness, informational, personal,…

Accessibility Evaluation of Online Learning Management System for Persons with Visual Impairment

ERIC Educational Resources Information Center

Suwannawut, Nantanoot

2014-01-01

Many academic institutions around the world are utilizing and investing in online learning management systems (LMS). While several research studies have examined the functionality of this type of technology, little attention has been paid to accessibility issues, in particular to the complex web-based interfaces for learners with disabilities,…

Adaptive eLearning modules for cytopathology education: A review and approach.

PubMed

Samulski, T Danielle; La, Teresa; Wu, Roseann I

2016-11-01

Clinical training imposes time and resource constraints on educators and learners, making it difficult to provide and absorb meaningful instruction. Additionally, innovative and personalized education has become an expectation of adult learners. Fortunately, the development of web-based educational tools provides a possible solution to these challenges. Within this review, we introduce the utility of adaptive eLearning platforms in pathology education. In addition to a review of the current literature, we provide the reader with a suggested approach for module creation, as well as a critical assessment of an available platform, based on our experience in creating adaptive eLearning modules for teaching basic concepts in gynecologic cytopathology. Diagn. Cytopathol. 2016;44:944-951. © 2016 Wiley Periodicals, Inc. © 2016 Wiley Periodicals, Inc.

Introducing social cues in multimedia learning: The role of pedagogic agents' image and language in a scientific lesson

NASA Astrophysics Data System (ADS)

Moreno, Roxana Arleen

The present dissertation tested the hypothesis that software pedagogical agents can promote constructivist learning in a discovery-based multimedia environment. In a preliminary study, students who received a computer-based lesson on environmental science performed better on subsequent tests of problem solving and motivation when they learned with the mediation of a fictional agent compared to when they learned the same material from text. In order to investigate further the basis for this personal agent effect, I varied whether the agent's words were presented as speech or on-screen text and whether or not the agent's image appeared on the screen. Both with a fictional agent (Experiment 1) and a video of a human face (Experiment 2), students performed better on tests of retention, problem-solving transfer, and program ratings when words were presented as speech rather than on-screen text (producing a modality effect) but visual presence of the agent did not affect test performance (producing no image effect). Next, I varied whether or not the agent's words were presented in conversational style (i.e., as dialogue) or formal style (i.e., as monologue) both using speech (Experiment 3) and on-screen text (Experiment 4). In both experiments, there was a dialogue effect in which conversational-style produced better retention and transfer performance. Students who learned with conversational-style text rated the program more favorably than those who learned with monologue-style text. The results support cognitive principles of multimedia learning which underlie the understanding of a computer lesson about a complex scientific system.

The evolution of eLearning background, blends and blackboard....

PubMed

Sleator, Roy D

2010-01-01

This review of eLearning is divided into three sections: the first charts the evolution of eLearning from early correspondence courses to the current computer mediated approaches to distributed learning. The second section deals with the concept of blended learning; combining best practice in face-to-face and online learning. The final section focuses on current platform technologies in eLearning and outlines the strengths and weaknesses of learning management systems such as Blackboard.

Investigating the Effect of Learning Styles in a Blended E-Learning System: An Extension of the Technology Acceptance Model (TAM)

ERIC Educational Resources Information Center

Al-Azawei, Ahmed; Parslow, Patrick; Lundqvist, Karsten

2017-01-01

This study assesses learner perceptions of a blended e-learning system (BELS) and the feasibility of accommodating educational hypermedia systems (EHSs) according to learning styles using a modified version of the technology acceptance model (TAM). Recently, Moodle has been adopted by an Iraqi university alongside face-to-face (F2F) classrooms to…

Evaluating the effectiveness of personal response system technology on millennial student learning.

PubMed

McCurry, Mary K; Hunter Revell, Susan M

2011-08-01

As nurse educators, we must explore new technologies that capitalize on the characteristics of millennial learners. One such technology, the personal response system (PRS), is an effective way to promote active learning and increase comprehension. Few nursing studies have examined the benefits of PRS technology on student outcomes. The purpose of this study was to evaluate the effectiveness of PRS technology on learning outcomes in two sections of an undergraduate nursing research course. A crossover design compared class quiz averages between and within groups. Findings related to between and within class quiz scores were mixed, whereas the effectiveness of in-class PRS questions on paper-and-pencil quiz scores and PRS-targeted quiz items was significant. Knowledge gained from this study can be used to enhance our ability to actively engage our technologically savvy undergraduate students. By threading technology into the undergraduate curriculum, learning outcomes may be improved. Copyright 2011, SLACK Incorporated.

A model of the pre-assessment learning effects of assessment is operational in an undergraduate clinical context

PubMed Central

2012-01-01

Background No validated model exists to explain the learning effects of assessment, a problem when designing and researching assessment for learning. We recently developed a model explaining the pre-assessment learning effects of summative assessment in a theory teaching context. The challenge now is to validate this model. The purpose of this study was to explore whether the model was operational in a clinical context as a first step in this process. Methods Given the complexity of the model, we adopted a qualitative approach. Data from in-depth interviews with eighteen medical students were subject to content analysis. We utilised a code book developed previously using grounded theory. During analysis, we remained alert to data that might not conform to the coding framework and open to the possibility of deploying inductive coding. Ethical clearance and informed consent were obtained. Results The three components of the model i.e., assessment factors, mechanism factors and learning effects were all evident in the clinical context. Associations between these components could all be explained by the model. Interaction with preceptors was identified as a new subcomponent of assessment factors. The model could explain the interrelationships of the three facets of this subcomponent i.e., regular accountability, personal consequences and emotional valence of the learning environment, with previously described components of the model. Conclusions The model could be utilized to analyse and explain observations in an assessment context different to that from which it was derived. In the clinical setting, the (negative) influence of preceptors on student learning was particularly prominent. In this setting, learning effects resulted not only from the high-stakes nature of summative assessment but also from personal stakes, e.g. for esteem and agency. The results suggest that to influence student learning, consequences should accrue from assessment that are immediate, concrete and substantial. The model could have utility as a planning or diagnostic tool in practice and research settings. PMID:22420839

Constraints on decision making: implications from genetics, personality, and addiction.

PubMed

Baker, Travis E; Stockwell, Tim; Holroyd, Clay B

2013-09-01

An influential neurocomputational theory of the biological mechanisms of decision making, the "basal ganglia go/no-go model," holds that individual variability in decision making is determined by differences in the makeup of a striatal system for approach and avoidance learning. The model has been tested empirically with the probabilistic selection task (PST), which determines whether individuals learn better from positive or negative feedback. In accordance with the model, in the present study we examined whether an individual's ability to learn from positive and negative reinforcement can be predicted by genetic factors related to the midbrain dopamine system. We also asked whether psychiatric and personality factors related to substance dependence and dopamine affect PST performance. Although we found characteristics that predicted individual differences in approach versus avoidance learning, these observations were qualified by additional findings that appear inconsistent with the predictions of the go/no-go model. These results highlight a need for future research to validate the PST as a measure of basal ganglia reward learning.

The Influence of the Application of Personal Response Systems on the Effects of Teaching and Learning Physics at the High School Level

ERIC Educational Resources Information Center

Binek, Slawomir; Kimla, Damian; Jarosz, Jerzy

2017-01-01

We report on the effectiveness of using interactive personal response systems in teaching physics in secondary schools. Our research were conducted over the period of 2013-2016 using the system called clickers. The idea is based on a reciprocal interaction allowing one to ask questions and receive immediate responses from all the students…

Living in a Genetic World: How Learning About Interethnic Genetic Similarities and Differences Affects Peace and Conflict.

PubMed

Kimel, Sasha Y; Huesmann, Rowell; Kunst, Jonas R; Halperin, Eran

2016-05-01

Information about the degree of one's genetic overlap with ethnic outgroups has been emphasized in genocides, is frequently learned about through media reporting, and is increasingly being accessed via personal genetic testing services. However, the consequence of learning about whether your own ethnic group is either genetically related to or genetically distinct from a disliked ethnic group remains unknown. Across four experiments, using diverse samples, measures and contexts, we demonstrate that altering perceptions of genetic overlap between groups in conflict--in this case Arabs and Jews--impacts factors that are directly related to interethnic hostility (e.g., aggressive behaviors, support of conflict-related policies). Our findings indicate that learning about the genetic difference between oneself and an ethnic outgroup may contribute to the promotion of violence, whereas learning about the similarities may be a vital step toward fostering peace in some contexts. Possible interventions and implications are discussed. © 2016 by the Society for Personality and Social Psychology, Inc.

Privacy Impact Assessment for the Central Data Exchange

EPA Pesticide Factsheets

The Central Data Exchange collects personally identifiable information, including personal answers to security questions. Learn how this data will be collected in the system, how it will be used, access to the data, and the purpose of data collection.

Validation of an Evaluation Model for Learning Management Systems

ERIC Educational Resources Information Center

Kim, S. W.; Lee, M. G.

2008-01-01

This study aims to validate a model for evaluating learning management systems (LMS) used in e-learning fields. A survey of 163 e-learning experts, regarding 81 validation items developed through literature review, was used to ascertain the importance of the criteria. A concise list of explanatory constructs, including two principle factors, was…

Acceptance of Competency-Based Workplace e-Learning Systems: Effects of Individual and Peer Learning Support

ERIC Educational Resources Information Center

Cheng, Bo; Wang, Minhong; Yang, Stephen J. H.; Kinshuk; Peng, Jun

2011-01-01

Current endeavors to integrate competency-based learning approaches with e-learning systems designed for delivery of training to adult learners in the workplace are growing. However, academic efforts in examining learners' perceptions of, and reactions toward, this technology-delivered pedagogical innovation are limited. Drawing together…

Relationship between Learning Outcomes and Online Accesses

ERIC Educational Resources Information Center

Suanpang, Pannee; Petocz, Peter; Reid, Anna

2004-01-01

This paper reports on a study carried out in Thailand investigating the relationship between students' use of an e-learning system and their learning outcomes in a course on Business Statistics. The results show a clear relationship between accesses to the e-learning system, as measured by number of "hits", and outcomes, as measured by…

Including the Learner in Personalized Learning. Connect: Making Learning Personal

ERIC Educational Resources Information Center

Rickabaugh, Jim

2015-01-01

This issue is in response to Janet Twyman's brief, "Competency-Based Education: Supporting Personalized Learning" in the "Connect: Making Learning Personal" series. The discussion in Twyman's brief stopped short of being explicit regarding the aspect of personalized learning that Wisconsin's education innovation lab, the…

Critical Success Factors for eLearning in Saudi Arabian Universities

ERIC Educational Resources Information Center

Alhabeeb, Abdullah; Rowley, Jennifer

2017-01-01

Purpose: The purpose of this paper is to offer insights into the development of eLearning systems and the perceptions of key players in the management of eLearning systems in three large universities in Saudi Arabia. It establishes the relative importance of different factors and compares these findings with studies conducted elsewhere in the…

Utilizing E-Learning Systems in the Libyan Universities: Case Study; Tripoli University, Faculty of Engineering

ERIC Educational Resources Information Center

Almansuri, Aisha Ammar; Elmansuri, Rowad Adel

2015-01-01

E-learning in teaching and learning considered as the easy way to use information and communication technology by using of the internet. With the support of E-learning higher education can be delivered anywhere and at any time. Although E-Learning is very importance in Libyan higher education, It's implementation is facing many challenges in the…

Factors Affecting Nursing Students' Readiness and Perceptions Toward the Use of Mobile Technologies for Learning.

PubMed

Zayim, Nese; Ozel, Deniz

2015-10-01

The purpose of this study was to determine the current usage of mobile devices, preferences of mobile learning environments and examine the readiness of nursing students in a public university. In order to investigate preferences and attitudes with respect to mobile technology use in nursing education, 387 students at a state university have been surveyed. It has been observed that while students preferred their current portable laptops, those in higher classes were more inclined to favor mobile phones. The common problems of battery life and high cost of communication, both in smartphones and tablet systems, suggest that hardware quality and financial constraints seem to be two main factors in determining these technologies. While more than half of students expressed readiness for mobile learning, one quarter indicated indecision. Through multivariate regression analysis, readiness to use mobile learning can be described in terms of perceived ease of use, perceived usefulness, personal innovativeness, self-management of learning, perceived device limitation, and availability. Class level, perceived ease of use, personal innovativeness, and self-management of learning explain intention to use mobile learning. Findings obtained from these results can provide guidance in the development and application of mobile learning systems.

A Meta-Analysis of the Relationship between E-Learning and Students' Academic Achievement in Higher Education

ERIC Educational Resources Information Center

Mothibi, Gloria

2015-01-01

E-learning is substantially becoming a popular effective learning approach within greater academic settings due to high use of web systems in learning. E-learning involves utilization of information and communication technology (ICT) to improve and help teaching and learning. The aim of this study was to estimate the relationship between…

Designing and Integrating Reusable Learning Objects for Meaningful Learning: Cases from a Graduate Programme

ERIC Educational Resources Information Center

Koh, Joyce Hwee Ling

2017-01-01

E-learning quality depends on sound pedagogical integration between the content resources and lesson activities within an e-learning system. This study proposes that a meaningful learning with technology framework can be used to guide the design and integration of content resources with e-learning activities in ways that promote learning…

Architecture of an E-Learning System with Embedded Authoring Support.

ERIC Educational Resources Information Center

Baudry, Andreas; Bungenstock, Michael; Mertsching, Barbel

This paper introduces an architecture for an e-learning system with an embedded authoring system. Based on the metaphor of a construction kit, this approach offers a general solution for specific content creation and publication. The learning resources are IMS "Content Packages" with a special structure to separate content and presentation. These…

Using an Instructional LAN to Teach a Statistics Course.

ERIC Educational Resources Information Center

Barnes, J. Wesley; And Others

1988-01-01

Discusses a computer assisted learning system for engineering statistics based on personalized system of instruction methods. Describes the system's network, development, course structure, programing, and security. Lists the benefits of the system. (MVL)

Student Opinions and Preferences Regarding Personal Response Systems in the Graduate Physical Therapy Classroom: A Mixed-Methods Inquiry

ERIC Educational Resources Information Center

Mincer, Andi Beth; Thompson, Anne W.

2012-01-01

Little investigation has been conducted on the use of Personal Response Systems (PRS) in either graduatelevel courses or health professions education. Through anonymous participation in focus groups, graduate physical therapy students described specific aspects of PRS that they felt facilitated their learning, as well as aspects that hindered…

Framework for Intelligent Teaching and Training Systems -- A Study of Systems

ERIC Educational Resources Information Center

Graf von Malotky, Nikolaj Troels; Martens, Alke

2016-01-01

Intelligent Tutoring System are state of the art in eLearning since the late 1980s. The earliest system have been developed in teams of psychologists and computer scientists, with the goal to investigate learning processes and, later on with the goal to intelligently support teaching and training with computers. Over the years, the eLearning hype…

Reproductive rights of mentally retarded persons.

PubMed

Katalinić, Sanja; Sendula-Jengić, Vesna; Sendula-Pavelić, Martina; Zudenigo, Slaven

2012-03-01

Mental retardation denotes sub-average intellectual functioning, based on IQ, i.e. the inability of normal learning, accompanied by behavioral and developmental disorders. Persons with impairments (cognitive, motor, sensory or psychiatric) have often been, both through human history and today victims of discrimination and deprived of their basic human rights, both in the public and the private life spheres. Since the end of the 20th century, throughout the developed world, many disabled persons can accomplish their dreams and rights. However, the issue of sexuality is still an obstacle in realizing oneself as a whole person, of course in accordance with personal psychophysical abilities. The greatest problem is present in persons with severe disablement, considered not apt enough for information on sexuality and for expressing themselves as persons with their own sexual needs. Thus it is desirable to observe each disabled person individually and flexibly enough in order to establish parameters for the functioning of an intimate affair on the level of understanding and assent. The legal system must protect the most vulnerable and ensure for them the right of choice and consent, as well as the possibility of fulfilling their sexual needs, so that they could love and be loved. Naturally, the system must be built on foundations that satisfy the needs of its users, but also of persons engaged in work with them. Sex education should contain information regarding biological, socio-cultural and spiritual dimensions of sexuality, including cognitive, affective and behavioral domains. Unfortunately, very few educational programs with such aims provide sex education, not only for the disabled young population but also for the healthy. This review article is based on international investigations and Croatian legislative postulates. Its aim is to focus the attention of both professionals and non-professionals on this delicate problem.

The antecedents of e-learning outcome: an examination of system quality, technology readiness, and learning behavior.

PubMed

Ho, Li-An

2009-01-01

The rapid advancement of Internet and computer technology has not only influenced the way we live, but also the way we learn. Due to the implementation of e-learning in urban junior high schools in Taiwan, it has become essential to find out how external and internal factors affect junior high school students' online learning behavior, which consequently affects their learning outcome. The present study aims to propose a conceptual structural equation model to investigate the relationships among e-Learning system quality (eLSQ), technology readiness (TR), learning behavior (LB), and learning outcome (LO), and to demonstrate the direct and indirect effect of eLSQ and TR on LO from the perspectives of LB. Data collected from 10 urban junior high schools in Taiwan (N = 376) were analyzed using structural equation modeling. Results reveal that both eLSQ and TR have a direct and significant impact on LB. However, eLSQ and TR influence LO indirectly through LB. In addition, LB has a direct and positive significant influence on LO. Managerial implications are proposed and research limitations are discussed.

Efficient and Privacy-Preserving Online Medical Prediagnosis Framework Using Nonlinear SVM.

PubMed

Zhu, Hui; Liu, Xiaoxia; Lu, Rongxing; Li, Hui

2017-05-01

With the advances of machine learning algorithms and the pervasiveness of network terminals, the online medical prediagnosis system, which can provide the diagnosis of healthcare provider anywhere anytime, has attracted considerable interest recently. However, the flourish of online medical prediagnosis system still faces many challenges including information security and privacy preservation. In this paper, we propose an e fficient and privacy-preserving online medical prediagnosis framework, called eDiag, by using nonlinear kernel support vector machine (SVM). With eDiag, the sensitive personal health information can be processed without privacy disclosure during online prediagnosis service. Specifically, based on an improved expression for the nonlinear SVM, an efficient and privacy-preserving classification scheme is introduced with lightweight multiparty random masking and polynomial aggregation techniques. The encrypted user query is directly operated at the service provider without decryption, and the diagnosis result can only be decrypted by user. Through extensive analysis, we show that eDiag can ensure that users' health information and healthcare provider's prediction model are kept confidential, and has significantly less computation and communication overhead than existing schemes. In addition, performance evaluations via implementing eDiag on smartphone and computer demonstrate eDiag's effectiveness in term of real online environment.

Predicting the Adoption of E-Learning Management System: A Case of Selected Private Universities in Nigeria

ERIC Educational Resources Information Center

Nicholas-Omoregbe, Olanike Sharon; Azeta, Ambrose Agbon; Chiazor, Idowu Aigbovo; Omoregbe, Nicholas

2017-01-01

Despite the availability of studies on e-learning management system (eLMS) using information system models, its theoretical foundations have not yet captured social constructs that are peculiar to developing countries including Nigeria. This study was undertaken with the aim of investigating factors that could influence eLMS adoption in higher…

Intelligent Fuzzy Spelling Evaluator for e-Learning Systems

ERIC Educational Resources Information Center

Chakraborty, Udit Kr.; Konar, Debanjan; Roy, Samir; Choudhury, Sankhayan

2016-01-01

Evaluating Learners' Response in an e-Learning environment has been the topic of current research in areas of Human Computer Interaction, e-Learning, Education Technology and even Natural Language Processing. The current paper presents a twofold strategy to evaluate single word response of a learner in an e-Learning environment. The response of…

Using Taxonomic Indexing Trees to Efficiently Retrieve SCORM-Compliant Documents in e-Learning Grids

ERIC Educational Resources Information Center

Shih, Wen-Chung; Tseng, Shian-Shyong; Yang, Chao-Tung

2008-01-01

With the flourishing development of e-Learning, more and more SCORM-compliant teaching materials are developed by institutes and individuals in different sites. In addition, the e-Learning grid is emerging as an infrastructure to enhance traditional e-Learning systems. Therefore, information retrieval schemes supporting SCORM-compliant documents…

Quality Enhancement on E-Learning

ERIC Educational Resources Information Center

Ossiannilsson, E. S. I.

2012-01-01

Purpose: Benchmarking, a method for quality assurance has not been very commonly used in higher education with regard to e-learning. Today, e-learning is an integral part of higher education, and so should also be an integral part of quality assurance systems. However, quality indicators, benchmarks and critical success factors on e-learning have…