Volume Two - Academic Conferences

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Adriana Schiopoiu Burlea et al. Table 3 provides a summary of the mean responses and standard deviation for advanced students from 2009 and 2010. Based on a t-test of differences in mean ratings from advanced students between 2009 and 2010, Table 3 indicates where the corresponding ratings were significantly different between 2009 and 2010 and provides an indication of the level of significance. Table 3: Summary of measurement scales for advanced users Items TOTAL USERS Advanced users (n=232) Mean Std. Mean Std. Deviation Deviation A. ELearning platform User Level: beginner and advanced – UL UL1. Is this the first time you use an eLearning platform to acquire and evaluate knowledge? 1,37 ,483 - - B. The usability of the eLearning platform TESYS - UFT Cronbach's Alpha = Cronbach's Alpha = ,678 ,518 UFT1. Did you learn easily how to use the eLearning platform TESYS? 4,34 ,747 4,66 ,511 UFT2. How do you evaluate the access to courses through eLearning platform TESYS? 4,50 ,548 4,69 ,471 C. The eLearning platform user satisfaction - US Cronbach's Alpha = Cronbach's Alpha = US1. Do you think that student satisfaction in the process of ,878 ,851 acquiring new knowledge was an important goal for the team that designed and implemented the eLearning platform TESYS? 4,50 ,548 4,67 ,499 US2. Have any of your recommendations been considered by the project team so far? 4,48 ,581 4,66 ,535 D. Course quality on TESYS eLearning platform -TQ Cronbach's Alpha = Cronbach's Alpha = ,787 ,741 TQ1. Were your expectations regarding course curricula developed through eLearning platform TESYS met? 4,47 ,571 4,65 ,522 TQ2. How do you evaluate the eLearning platform TESYS course contents? 4,43 ,549 4,58 ,503 E. Knowledge management (acquiring and sharing Cronbach's Alpha = Cronbach's Alpha = knowledge; knowledge evaluation) - KM ,784 ,708 KM1. Is the evaluation system through eLearning platform TESYS good enough? 4,48 ,562 4,66 ,510 KM2. How do you rate the communication between you and teachers in the eLearning system? 4,00 ,743 4,19 ,695 KM3. Do you consider that the acquisition of new knowledge through eLearning platform TESYS was beneficial for you? 4,46 ,566 4,62 ,521 KM4. Is there a correlation between exam performances and the reliability of TESYS eLearning platform? 4,06 ,746 4,19 ,728 KM5. Did you manage to capitalize the knowledge acquired through TESYS eLearning platform? 4,42 ,617 4,55 ,615 Table 4 provides a summary of the mean responses and standard deviation for beginner students in 2009 and 2010. Based on a t-test of differences in mean ratings from beginner students between 2009 and 2010, Table 4 indicates where the corresponding ratings were significantly different between 2009 and 2010 and provides an indication of the level of significance. Table 4: Summary of measurement scales for beginner users Items TOTAL USERS Beginner users (n=135) Mean Std. Mean Std. Deviation Deviation A. ELearning platform User Level: beginner and advanced - UL UL1. Is this the first time you use an eLearning platform to acquire and evaluate knowledge? 1,37 ,483 - - B. The usability of the eLearning platform TESYS - UFT Cronbach's Alpha = Cronbach's Alpha ,678 =,568 UFT1. Did you learn easily how to use the eLearning platform TESYS? 4,34 ,747 3,79 ,774 UFT2. How do you evaluate the access to courses through eLearning platform TESYS? 4,50 ,548 4,18 ,516 758
Adriana Schiopoiu Burlea et al. C. The eLearning platform user satisfaction - US Cronbach's Alpha = ,878 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 eLearning platform TESYS? Items TOTAL USERS Cronbach's Alpha = ,845 4,50 ,548 4,20 ,501 Beginner users (n=135) Items TOTAL USERS D. Course quality on eLearning platform TESYS -TQ Cronbach's Alpha = Cronbach's Alpha = ,787 ,747 TQ1. Were your expectations regarding course curricula developed through eLearning platform TESYS met? 4,47 ,571 4,16 ,521 TQ2. How do you evaluate the eLearning platform TESYS course contents? 4,43 ,549 4,18 ,531 E. Knowledge management (acquiring and sharing Cronbach's Alpha = Cronbach's Alpha = knowledge; knowledge evaluation) - KM ,784 ,777 KM1. Is the evaluation system through eLearning platform TESYS good enough? 4,48 ,562 4,16 ,507 KM2. How do you rate the communication between you and teachers in the eLearning system? KM3. Do you consider that the acquisition of new 4,00 ,743 3,67 ,711 knowledge through eLearning platform TESYS was beneficial for you? 4,46 ,566 4,19 ,539 KM4. Is there a correlation between exam performances and the reliability of TESYS eLearning platform? 4,06 ,746 3,84 ,725 KM5. Did you manage to capitalize the knowledge acquired through TESYS eLearning platform? 4,42 ,617 4,20 ,557 The table 5 shows the Pearson Correlations between variables. Table 5: Pearson Correlation between variables UL1 UFT1 US1 US2 UFT2 KM1 TQ1 KM2 TQ2 KM3 KM4 KM5 UL1 1,000 -,558 -,413 -,413 -,455 -,427 -,409 -,335 -,356 -,365 -,231 -,272 UFT1 -,558 1,000 ,538 ,490 ,538 ,468 ,428 ,335 ,369 ,353 ,202 ,243 US1 -,413 ,538 1,000 ,783 ,704 ,739 ,653 ,416 ,565 ,526 ,278 ,434 US2 -,413 ,490 ,783 1,000 ,745 ,683 ,700 ,361 ,550 ,540 ,271 ,477 UFT2 -,455 ,538 ,704 ,745 1,000 ,815 ,728 ,336 ,590 ,540 ,270 ,399 KM1 -,427 ,468 ,739 ,683 ,815 1,000 ,783 ,419 ,658 ,584 ,281 ,485 TQ1 -,409 ,428 ,653 ,700 ,728 ,783 1,000 ,425 ,650 ,544 ,258 ,472 KM2 -,335 ,335 ,416 ,361 ,336 ,419 ,425 1,000 ,436 ,357 ,325 ,274 TQ2 -,356 ,369 ,565 ,550 ,590 ,658 ,650 ,436 1,000 ,804 ,394 ,551 KM3 -,365 ,353 ,526 ,540 ,540 ,584 ,544 ,357 ,804 1,000 ,494 ,717 KM4 -,231 ,202 ,278 ,271 ,270 ,281 ,258 ,325 ,394 ,494 1,000 ,489 KM5 -,272 ,243 ,434 ,477 ,399 ,485 ,472 ,274 ,551 ,717 ,489 1,000 The levels of the 12 items are used to produce acceptable reliability estimation, and the empirical results support their content validity, and discriminated validity. The results proved that the course content (TQ2) was very important for students as well as the fact 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 (US1). The students consider that the usability of the Tesys is high because they can perform the activities accurately and completely without frustration. The students consider that the access to courses through eLearning platform TESYS is very good (UFT2), but they see a low correlation between exam performances and the reliability of TESYS eLearning platform (KM4). 759
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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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Zuzana Šaffková comment metacogni
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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
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Page 250 and 251: Rowena Santiago et al. However, whe
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Page 256 and 257: Rowena Santiago et al. Together, th
Page 258 and 259: Vitor Santos and Luis Amaral To bui
Page 260 and 261: Vitor Santos and Luis Amaral Althou
Page 262 and 263: Figure 4: Technical architecture Vi
Page 264 and 265: Implementing and Evaluating Problem
Page 266 and 267: Maggi Savin-Baden et al. different
Page 268 and 269: Maggi Savin-Baden et al. and second
Page 270 and 271: Maggi Savin-Baden et al. important
Page 272 and 273: The Evolution of eLearning Platform
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Page 280 and 281: Teachers’ Skills set for Personal
Page 282 and 283: Zaffar Ahmed Shaikh and Shakeel Ahm
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Page 286 and 287: 6. Conclusion and recommendations Z
Page 288 and 289: Bridging the Feedback Divide Utilis
Page 290 and 291: Angela Shapiro and Aidan Johnston f
Page 292 and 293: Angela Shapiro and Aidan Johnston F
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
Page 304 and 305: Figure 2: Conceptualising ‘middle
Page 306 and 307: The Learning Management System as a
Page 308 and 309: Dina Soeiro et al. He was older, ol
Page 310 and 311: Dina Soeiro et al. specially about
Page 312 and 313: Can the Medium Extend the Message?
Page 314 and 315: Mekala Soosay elements under study,
Page 316 and 317: Mekala Soosay to self and peer-asse
Page 318 and 319: Mekala Soosay flexible web-based ap
Page 320 and 321: Implementation and Analysis of an O
Page 322 and 323: Iain Stewart et al. No-one was con
Page 324 and 325: 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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