Volume Two - Academic Conferences

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Adriana Schiopoiu Burlea et al. Hypothesis 2: Course quality on eLearning platform TESYS is positively related to user satisfaction Hypothesis 3: Course quality on eLearning platform TESYS is positively related to exam performances Hypothesis 4: The knowledge acquired by students are positively related to the usability of the eLearning platform TESYS 3. Main explanatory variables Dependent variable. The respondents had to answer a question asking whether they are used for the first time an eLearning platform to acquire and evaluate knowledge. The dependent variable consists of a dummy variable, which indicates if the respondent is a new or an advanced eLearning platform user. The data showed that 232 respondents (63.2%) of the students were using an eLearning platform for the first time. The hypotheses predict that some aspects of the eLearning platform influence the student’s decision to start using Tesys. To test the hypotheses adequately we used two subgroups of the original sample: beginner and advanced users (see table 3 and table 4). According to the hypotheses, the specified conditions should have an impact on the student’s decision whether to make use of Tesys or not. The reported significance levels are based on one-tailed tests. Independent variables. The respondents had to answer the following questions (five-point Likert scales) which were grouped by four independent variables: 1. The usability of the eLearning platform TESYS (UFT) UFT1: Did you learn easily how to use the eLearning platform TESYS? UFT2: How do you evaluate the access to courses through eLearning platform TESYS? 2. The eLearning platform user satisfaction (US) US1: Do you think that student satisfaction in the process of acquiring new knowledge was an important goal for the team that designed and implemented the eLearning platform TESYS? US2: Have any of your recommendations been considered by the project team so far? 3. Course quality on eLearning platform Tesys (TQ) TQ1: Were your expectations regarding course curricula developed through eLearning platform TESYS met? TQ2: How do you evaluate the eLearning platform TESYS course contents? 4. Knowledge management (acquiring and sharing knowledge; knowledge evaluation) – (KM) KM1: Is the evaluation system through eLearning platform TESYS good enough? KM2: How do you rate the communication between you and teachers in the eLearning system? KM3: Do you consider that the acquisition of new knowledge through eLearning platform TESYS was beneficial for you? KM4: Is there a correlation between exam performances and the reliability of eLearning platform TESYS? KM5: Did you manage to capitalize the knowledge acquired through eLearning platform TESYS? 756
4. Methodology Adriana Schiopoiu Burlea et al. This study tests the four hypotheses using data obtained with the help of an email questionnaire sent to a multi-stage random sample of EDU-Antreprenor students. The data were collected from January 2011 until April 2011. A total of 367 out of 458 students returned a usable questionnaire (~80.13%). As required by research ethics procedures, the surveys were voluntary and students were given the opportunity to remain anonymous or to mention their identity. The processing of the questionnaires was done with SPSS 16.0. The respondents were asked to indicate their opinion related to the use of the eLearning platform, using a five-point Likert scale (ranging from 1 = strongly disagree to 5 = strongly agree). A rating of 1 represented low satisfaction, while a rating of 5 represented high satisfaction. Of the 458 questionnaires distributed, 367 completed and usable questionnaires were returned, representing a response rate of 80.1%. Table 1 lists a summary of the response rate and demographic information for the respondents in 2009 and 2010. The effective response rate was 80.14% in 2009, and 80.50% in 2010. A range of demographic information was available for the overall respondents, as well as collected part of the survey, including gender and age range. This permitted a comparison between the respondent sample and the overall staff population based on these demographic dimensions, as presented in Table 1. Table1: Basic characteristics of respondents (n = 367) Basic characteristics Frequency Percentage 2009 2010 2009 2010 Gender Male 64 61 37 31 Female 109 133 63 69 Total 173 194 100 100 Age range 20-24 45 51 26 26 25-29 58 41 34 21 30-34 31 32 18 16 35-39 19 30 11 15 40-44 12 26 7 14 45-49 6 9 3 5 50 + years 2 5 1 3 Total 173 194 100 100 Table 2 provides a summary of the response rate of beginner and advanced students. This permitted a comparison between the two student categories. Table 2: Response rates User level Response rate (%) Beginners - 135 respondents 79.88% Advanced – 232 respondents 86.57 % Although the obtained response rates were comparatively high, they were not unexpected for an online voluntary survey and the generally good match between the sample and population demographic characteristics and the relatively large absolute numbers of respondents, for both beginner and advanced students in 2009 and in 2010. It suggests that we can have some confidence in drawing more general inferences from the respondent data. 757
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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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3.6 Discussion Topics Ricardo Queir
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The Design and Development of an eL
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Andrik Rampun and Trevor Barker as
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Andrik Rampun and Trevor Barker add
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Figure 5: Screen shot of a user’s
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Andrik Rampun and Trevor Barker 3.1
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Andrik Rampun and Trevor Barker cou
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Kansei Design Model for eLearning:
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Fauziah Redzuan et al. presentation
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Fauziah Redzuan et al. A second sur
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Fauziah Redzuan et al. understand t
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Fauziah Redzuan et al. to explain t
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Fauziah Redzuan et al. Websites", P
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Changing Teacher Beliefs Through IC
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Bart Rienties et al. substantial di
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Bart Rienties et al. videoed for re
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5. Discussion Bart Rienties et al.
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Moodle and Affective Computing: Kno
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Manuel Rodrigues et al. Moodle does
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Manuel Rodrigues et al. Other sever
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Manuel Rodrigues et al. Doing this
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Using Google Applications to Facili
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Eleni Rossiou and Erasmia Papadopou
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Andrée Roy determines if eLearning
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Andrée Roy Table 3: Profiles of eL
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Andrée Roy the cost of production
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Andrée Roy Lawless, N., Allan, J.
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Page 244 and 245: Marie Sams et al. MOB was set up in
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Page 264 and 265: Implementing and Evaluating Problem
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Page 272 and 273: The Evolution of eLearning Platform
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Page 280 and 281: Teachers’ Skills set for Personal
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Page 288 and 289: Bridging the Feedback Divide Utilis
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Page 294 and 295: Post-Academic Masters Course in Man
Page 296 and 297: 4. Discussion and conclusion Cees T
Page 298 and 299: Engagement With Students in ‘Midd
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Page 302 and 303: 4.3 Student led connectivity Anne S
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Page 308 and 309: Dina Soeiro et al. He was older, ol
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Page 312 and 313: Can the Medium Extend the Message?
Page 314 and 315: Mekala Soosay elements under study,
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Page 320 and 321: Implementation and Analysis of an O
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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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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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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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