Volume Two - Academic Conferences

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Eleni Rossiou and Erasmia Papadopoulou profile, motivations, expectations and effects of networked activities in educational process, and evaluation of educational material, educational methodology and technological environment. The statistical analysis has been done with the use of statistical package SPSS (v.10). 3.3 The sample The research sample consisted of 51 students of the second class of the Experimental School of Aristotle University, Thessaloniki who were attending the obligatory course of Informatics, one hour per week in the class, during the school year 2010-2011. Sampling has been done with the method of “convenience” or “accidental” sampling (Cohen & Manion 1994, pp.128-130). The size of the sample is considered as satisfactory because a sample of 30 people is considered by many researchers of the field as the minimum size when a statistical analysis is designed (Cohen & Manion 1994, pp. 131). 3.4 The reliability and validity of the research The triangulation, the research technique that “many researchers accept but a minority use in praxis”, increased the authors’ certainty about the validity of the research results (Cohen & Manion 1994, pp.321). With the use of questionnaire and interviews the research attempts to answer the same research questions with different way and aspect. Through questionnaires, it is aimed to collect as many students’ objective opinions as possible and through statistical analysis to generalize the conclusions( where it is feasible). The anonymity of students during the questionnaire filling process strengthens the degree of students’ honesty and sincerity and it protects the results of the current research from potential wrong answers or students’ instigated behaviors in the case where exists the uncertainty of their evaluation from the teacher. With the qualitative approach and the interviews, the triangulation aims to improve findings related to the reliability and validity of the research. Moreover, we achieve a more detailed investigation of the research issue with the common participation of teacher and students in an interactive relationship which leads to a more equitable interpretation of the phenomena and perceptions. For the above reasons, we have designed the same main issues for the questionnaires items and the interview questions. Thus, a double result is sought: a) the agreement of the results from the two techniques and b) the awareness of unexpected results, after the discussion with the students. 4. Results and findings <strong>Two</strong> questionnaires were delivered to 51 students of the second class of the high school. The return rate of the first one, the questionnaire of the detection of needs, was 46/51 and 48/51 for the second one - the questionnaire on the investigation of students’ opinions related to their experience of blended learning implemented using Google applications. 4.1 Needs and expectations Almost all students (52,17% boys, 47,83% girls) state that they use their personal computer (97,8%) and do have Internet at home (91,3%). This high percentage is not unexpected since these students live in ICT days and also they were offered a laptop from school, via the European project “Digital Class” of the Ministry of Education. As far as it concerns students’ expectations regarding the support of the educational process with ICT, more than ¾ (89,1%) expect teachers to complement their traditional teaching with use of Information Technology, computers and Internet (Figure 1). Regarding students’ support with web-based audio-visual communication with their classmates and teachers, students state their expectation is for a frequency of weekly or twice a month and a 1-2 hour duration (Figure 2). During the planning of the complementary web-based lessons, the planning team of the current research took students’ expectations into consideration. Students were asked to express their opinion about the degree of contribution of educational activities in their learning. Most of them answered that the most important activity is the procedure of solving their questions frequently and also, their active participation in educational activities face-to-face or from distance (Figure 3). 690
Eleni Rossiou and Erasmia Papadopoulou Figure 1: Students’ expectations from embedding ICT in learning Figure 2: Students’ expectations regarding the frequency and duration of web-based communication Figure 3: Students’ opinions for the contribution of complementary educational activities in learning process 691
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Proceedings of the 10 th European C
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Contents Paper Title Author(s) Page
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Paper Title Author(s) Page No. A Qu
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The Project Mobile Game Based Learn
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Extreme Scaffolding in the Teaching
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Malaysia); Tuomo Kakkonen (Universi
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Preface These Proceedings represent
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Mini Track Chairs Dr Antonios Andre
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Cornélia Castro is a PhD student i
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Manuel Frutos-Perez is the Leader o
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David Mathew works at the Centre fo
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Research interests include the inve
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Novita Yulianti is a PhD student at
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Peter Mozelius et al. searching and
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Peter Mozelius et al. Error Handli
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Peter Mozelius et al. were no chanc
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Peter Mozelius et al. single login
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Antoinette Muntjewerff for every st
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Antoinette Muntjewerff All of this
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Figure 1: Metadata editor Antoinett
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Antoinette Muntjewerff The structur
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A Framework for Decision Support fo
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Phelim Murnion and Markus Helfert i
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Phelim Murnion and Markus Helfert 4
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Phelim Murnion and Markus Helfert s
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Phelim Murnion and Markus Helfert P
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Shekhar Murthy and Devi Murthy wisd
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Shekhar Murthy and Devi Murthy educ
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Shekhar Murthy and Devi Murthy Figu
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Shekhar Murthy and Devi Murthy corr
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Shekhar Murthy and Devi Murthy Figu
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Shekhar Murthy and Devi Murthy Stag
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7. Conclusions Shekhar Murthy and D
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Student's Characteristics for Note
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Minoru Nakayama et al. Learning exp
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Minoru Nakayama et al. 3.3 Effectiv
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Minoru Nakayama et al. Table 2: Cor
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Freeing Education Within and Beyond
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Chrissi Nerantzi The aim was to exp
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Chrissi Nerantzi agreeing with Nova
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Chrissi Nerantzi familiarisation wi
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Chrissi Nerantzi Scardamalia, M. an
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Paul Newbury et al. the slides or w
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Paul Newbury et al. multimedia faci
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Paul Newbury et al. It is designed
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Paul Newbury et al. Download figur
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Paul Newbury et al. “Has the fact
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eSubmission - UK Policies, Practice
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Barbara Newland et al. managing stu
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Figure 3: Technical infrastructure
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Barbara Newland et al. and I strong
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Harnessing the Internet for Authent
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Abel Nyamapfene As stated on the co
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Abel Nyamapfene 8. There were suffi
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Abel Nyamapfene Mulnix, J. W. (2011
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Maruff Akinwale Oladejo and Adelua
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2.3 Instrumentation Maruff Akinwale
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Maruff Akinwale Oladejo and Adelua
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References Maruff Akinwale Oladejo
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Adelua Olajide Olawole and Maruff A
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2.2 Sample and sampling techniques
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3.1 Result Adelua Olajide Olawole a
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Adelua Olajide Olawole and Maruff A
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Fatemeh Orooji et al. awareness and
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Fatemeh Orooji et al. Figure 1: The
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Fatemeh Orooji et al. Sensing/intu
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Fatemeh Orooji et al. lower and upp
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Fatemeh Orooji et al. the other dim
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Using Lifeworld-led Multimedia to E
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Andy Pulman et al. A key feature of
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Andy Pulman et al. in this case “
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Andy Pulman et al. The Research Evi
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The Project Mobile Game Based Learn
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Thomas Putz A hybrid game, consisti
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3.3 The different ‘events’ supp
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4. Pedagogical impacts Thomas Putz
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Thomas Putz Fabricatore, C. (2000).
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Ricardo Queirós and José Paulo Le
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Page 160 and 161: 3.6 Discussion Topics Ricardo Queir
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Page 164 and 165: The Design and Development of an eL
Page 166 and 167: Andrik Rampun and Trevor Barker as
Page 168 and 169: Andrik Rampun and Trevor Barker add
Page 170 and 171: Figure 5: Screen shot of a user’s
Page 172 and 173: Andrik Rampun and Trevor Barker 3.1
Page 174 and 175: Andrik Rampun and Trevor Barker cou
Page 176 and 177: Kansei Design Model for eLearning:
Page 178 and 179: Fauziah Redzuan et al. presentation
Page 180 and 181: Fauziah Redzuan et al. A second sur
Page 182 and 183: Fauziah Redzuan et al. understand t
Page 184 and 185: Fauziah Redzuan et al. to explain t
Page 186 and 187: Fauziah Redzuan et al. Websites", P
Page 188 and 189: Changing Teacher Beliefs Through IC
Page 190 and 191: Bart Rienties et al. substantial di
Page 192 and 193: Bart Rienties et al. videoed for re
Page 194 and 195: 5. Discussion Bart Rienties et al.
Page 196 and 197: Moodle and Affective Computing: Kno
Page 198 and 199: Manuel Rodrigues et al. Moodle does
Page 200 and 201: Manuel Rodrigues et al. Other sever
Page 202 and 203: Manuel Rodrigues et al. Doing this
Page 204 and 205: Using Google Applications to Facili
Page 206 and 207: Eleni Rossiou and Erasmia Papadopou
Page 216 and 217: Andrée Roy determines if eLearning
Page 218 and 219: Andrée Roy Table 3: Profiles of eL
Page 220 and 221: Andrée Roy the cost of production
Page 222 and 223: Andrée Roy Lawless, N., Allan, J.
Page 224 and 225: Zuzana Šaffková comment metacogni
Page 226 and 227: Zuzana Šaffková Moodle applicatio
Page 228 and 229: Zuzana Šaffková the other propert
Page 230 and 231: Zuzana Šaffková In the last phase
Page 232 and 233: Zuzana Šaffková prior knowledge,
Page 234 and 235: A Mobile aid Tool for Crafting Acti
Page 236 and 237: Ahmed Salem Question difficulty in
Page 238 and 239: Ahmed Salem Figure 2: The Simple le
Page 240 and 241: Ahmed Salem Table 1: The two groups
Page 242 and 243: King-Sized eLearning - how Effectiv
Page 244 and 245: Marie Sams et al. MOB was set up in
Page 246 and 247: Marie Sams et al. attaching the new
Page 248 and 249: Marie Sams et al. include time cons
Page 250 and 251: Rowena Santiago et al. However, whe
Page 252 and 253: Rowena Santiago et al. 6.1.2 Assign
Page 254 and 255: Rowena Santiago et al. the original
Page 256 and 257: Rowena Santiago et al. Together, th
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Vitor Santos and Luis Amaral To bui
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Vitor Santos and Luis Amaral Althou
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Figure 4: Technical architecture Vi
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Implementing and Evaluating Problem
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Maggi Savin-Baden et al. different
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Maggi Savin-Baden et al. and second
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Maggi Savin-Baden et al. important
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The Evolution of eLearning Platform
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Adriana Schiopoiu Burlea et al. Hyp
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Adriana Schiopoiu Burlea et al. Tab
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Adriana Schiopoiu Burlea et al. Eve
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Teachers’ Skills set for Personal
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Zaffar Ahmed Shaikh and Shakeel Ahm
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Zaffar Ahmed Shaikh and Shakeel Ahm
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6. Conclusion and recommendations Z
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Bridging the Feedback Divide Utilis
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Angela Shapiro and Aidan Johnston f
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Angela Shapiro and Aidan Johnston F
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Post-Academic Masters Course in Man
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4. Discussion and conclusion Cees T
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Engagement With Students in ‘Midd
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Anne Smith and Sonya Campbell x y c
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4.3 Student led connectivity Anne S
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Figure 2: Conceptualising ‘middle
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The Learning Management System as a
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Dina Soeiro et al. He was older, ol
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Dina Soeiro et al. specially about
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Can the Medium Extend the Message?
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Mekala Soosay elements under study,
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Mekala Soosay to self and peer-asse
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Mekala Soosay flexible web-based ap
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Implementation and Analysis of an O
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Iain Stewart et al. No-one was con
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Iain Stewart et al. The content sh
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Iain Stewart et al. entry per stude
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Iain Stewart et al. Dolnicar, S, Sh
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2. The research Caroline Stockman a
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Caroline Stockman and Fred Truyen S
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Caroline Stockman and Fred Truyen n
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Caroline Stockman and Fred Truyen s
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PeerWise - The Marmite of Veterinar
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Amanda Sykes et al. recently outlin
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Amanda Sykes et al. activity became
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Amanda Sykes et al. students either
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Category Amanda Sykes et al. Q9 : W
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Amanda Sykes et al. Chang, S-B., Hu
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Nicolet Theunissen and Hester Stubb
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Figure 1: Overall structure Nicolet
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References Nicolet Theunissen and H
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Tone Vold This idea phase was under
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Tone Vold process. A synchronous di
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The Effects of Self-Directed Learni
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Chien-hwa Wang and Cheng-ping Chen
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Usage Cases: A Useful way to Improv
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Cristina Wanzeller and Orlando Belo
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The Virtual Path to Academic Transi
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Julie Watson course overall, with s
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Julie Watson practical and economic
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6. First phase Julie Watson Followi
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Identifying and Locating Frames of
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Ethical approval Katherine Wimpenny
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Katherine Wimpenny et al. SL was a
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Katherine Wimpenny et al. This in t
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Reaction Lecture: Text Messaging to
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Koos Winnips et al. order to make a
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Table 2: Overview of student reacti
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Koos Winnips et al. Students liked
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A Holistic Approach to Instructiona
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Li Zhong Zhang There is a wealth of
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Figure 1: An integrated design fram
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6.1 Design implications Li Zhong Zh
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894
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896
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Nahla Aljojo et al. Adaptive hyperm
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Nahla Aljojo et al. Email: The emai
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Nahla Aljojo et al. Table 3: 16 typ
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Table 7: The results of pairwise co
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Nahla Aljojo et al. fact misleading
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Nahla Aljojo et al. Aljojo, N. & Ad
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Andy Coverdale media and related on
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Andy Coverdale A former interdisci
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Andy Coverdale Whilst new initiativ
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Andy Coverdale the participant inte
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Michael Flavin In a subsequent work
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Michael Flavin labour” nodes) in
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Michael Flavin The lecturer also sp
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Michael Flavin Quality Assurance Ag
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Fortunate Gunzo and Lorenzo Dalvit
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4. Possible scenarios 4.1 Computer
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Fortunate Gunzo and Lorenzo Dalvit
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Collaborative eLearning in a Develo
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Evelyn Kigozi Kahiigi et al. implem
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Evelyn Kigozi Kahiigi et al. includ
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Evelyn Kigozi Kahiigi et al. had ve
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Evelyn Kigozi Kahiigi et al. consid
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Evelyn Kigozi Kahiigi et al. So, H.
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Fabio Serenelli et al. is to identi
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Figure 3: Screenshots of LO3 - Lear
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Managing Essential Processing Foste
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6. Results and analysis Fabio Seren
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Fabio Serenelli et al. Mangiatordi,
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1.2 VLE (Virtual Learning Environme
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Nazime Tuncay and Hüseyin Uzunboyl
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Figure 4 Response Screen Nazime Tun
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Figure 12 An Example of Recorded Vi
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Figure 15 VirtualNeu General Menus
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972
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Liz Falconer and Manuel Frutos-Pere
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Liz Falconer and Manuel Frutos-Pere
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Extreme Scaffolding in the Teaching
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Dan-Adrian German first exposure to
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Benefits and Barriers: Applying eLe
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Simon McGinnes view on demand. OSD
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986
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988
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Olivia Billingham 2010); gains in c
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Olivia Billingham Deneen, L., (2010
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Karin Levinsen et al. conference or
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Karin Levinsen et al. in order to s
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Peps Mccrea professional engagement
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A Framework for Understanding Onlin
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Sónia Sousa et al. little sense re
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Sónia Sousa et al. Figure 4: The e
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Trust in Distributed Personal Learn
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2.2 LePress Sónia Sousa et al. Per
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Sónia Sousa et al. 3. Elicitation
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Breaking Down Barriers: Development
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Karen Strickland et al. qualitative
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Novita Yulianti et al. Research con
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