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Nahla Aljojo et al. Table 3: 16 types of combination of leaning style dimensions 3. Participants and study design 3.1 Test the TASAM system combination of leaning style dimensions active/sensing/visual/sequential active/sensing/visual/global active/sensing/verbal/sequential active/sensing/verbal/global active/intuitive/visual/sequential active/intuitive/visual/global active/intuitive/verbal/sequential active/intuitive/verbal/global reflective/sensing/visual/sequential reflective/sensing/visual/global reflective/sensing/verbal/sequential reflective/sensing/verbal/global reflective/intuitive/visual/sequential reflective/intuitive/visual/global reflective/intuitive/verbal/sequential reflective/intuitive/verbal/global Testing of the TASAM system took place in the main laboratory of the college of Economics and Administration in King Abdul-Aziz University, after the mid exams of the first semester (academic year 2010-2011). All the computers used in the experiment were connected to the Internet and participants accessed the TASAM website through a common web browser. Participants consisted of 53 first levels of statistics students from Arts and Humanities collage and consisted of two different group tests. Each of the two groups in the system testing was engaged in using two chapters within the statistics course see the following table 4:-- Table 4: procedures of test system (TASAM) Group A Test Group B Test Stats chapters covered 1) Measures of Variability 2) Correlation Professor teaching only Central tendency 28 1) Measures of Variability 2) Central tendency TASAM only Professor teaching and TASAM 28 28 25 25 Correlation 25 Testing comparisons consisted of the following:- Compared the result of group (A) using the TASAM system without professor explanation of the chapters correlation and Measures of Variability with students of group (A) not using the TASAM system only using the professor explanation of the chapter (Measures of Central tendency). Compared the exam result of group (A) using the TASAM system without professor explanation of the chapters correlation and Measures of Variability with students of group (A) using the TASAM system with professor explanation of the chapters correlation and Measures of Variability). Compared the exam result of group (A) students not using the TASAM system with professor explanation of the chapters’ correlation and Measures of Variability with second group (B) students using the TASAM system without professor explanation of the chapters Measures of Variability and Measures of Central tendency. 902
Nahla Aljojo et al. Compared the exam result of students of group(B) using the TASAM system with no professor explanation of the chapter (Measures of Central tendency and Measures of Variability) with the exam result of group (B) not using the TASAM system with professor explanation of the chapter Correlation In addition feedback was gained from a survey of the students using the TASAM system. The feedback of student’s Survey overall students seemed to have enjoyed using the TASAM system and there seemed to have been a positive impact on learning performance (see table 11). The results of these comparisons and the survey will be discussed in the next section. 4. Results and discussion 4.1 Test system (TASAM) 4.1.1 Result of A comparison of first case of group (A) with second case of group (A) H0: group (A) using the TASAM system no professor explanation of the chapters correlation and Measures of Variability (after adaptive) will learn significantly better than students of group (A) not using the TASAM system only using the professor explanation of the chapter (Measures of Central tendency) (before adaptive). To determine if the students of first case of group (A) (after adaptive) significantly better than second case of group (A) (before adaptive), The main results of the one way repeated measures analysis of variance are presented in Table 6 Table 5 shows the results of the ANOVA for within subject variable. This table can be read much the same as for one way independent ANOVA. There is a sum of squares for the within subject effects of system test, which tells us how much of the total variability is explained by experimental effect (i.e differences in before adaptive and after adaptive. there are an error term, which is the amount of unexplained variation across the conditions of the repeated measures variable these sums of squares are converted into mean squares by dividing by the degrees of freedom. The F-ratio is obtained by dividing the mean squares for experimental effect (12410.012) by error mean squares (31.067). As with between –group ANOVA, this test statistics represents the ratio systematic variance to unsystematic variance. The value of the F-ratio (12410.012/31.067 = 399.46) is then compared against a critical value for 1 and 27 degrees of freedom. The significance of F is 0 which is significance because it is less than the criterion value of .05 we can, therefore, conclude that there was significance difference in scores of students before adaptive and after adaptive. The main values for the scores students of first case of group (A) (after adaptive) and students of second case of group (A) (before adaptive) and standard deviation are listed in Table 5 and it appears that the mean scores for after adaptive are much higher than the main scores for before adaptive (12.46> 11.75). Analysis of student performance indicated first case of group (A) after adaptive significantly better than students of second case of group (A) before adaptive are also listed in the Table 6. From the before adaptive and after adaptive scores, it has been found that there was a very significant difference of scores; P=.045
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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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Zuzana Šaffková Moodle applicatio
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Zuzana Šaffková the other propert
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Zuzana Šaffková In the last phase
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Zuzana Šaffková prior knowledge,
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A Mobile aid Tool for Crafting Acti
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Ahmed Salem Question difficulty in
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Ahmed Salem Figure 2: The Simple le
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Ahmed Salem Table 1: The two groups
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King-Sized eLearning - how Effectiv
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Marie Sams et al. MOB was set up in
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Marie Sams et al. attaching the new
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Marie Sams et al. include time cons
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Rowena Santiago et al. However, whe
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Rowena Santiago et al. 6.1.2 Assign
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Rowena Santiago et al. the original
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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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Chien-hwa Wang and Cheng-ping Chen
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Page 372 and 373: Usage Cases: A Useful way to Improv
Page 374 and 375: Cristina Wanzeller and Orlando Belo
Page 380 and 381: The Virtual Path to Academic Transi
Page 382 and 383: Julie Watson course overall, with s
Page 384 and 385: Julie Watson practical and economic
Page 386 and 387: 6. First phase Julie Watson Followi
Page 388 and 389: Identifying and Locating Frames of
Page 390 and 391: Ethical approval Katherine Wimpenny
Page 392 and 393: Katherine Wimpenny et al. SL was a
Page 394 and 395: Katherine Wimpenny et al. This in t
Page 396 and 397: Reaction Lecture: Text Messaging to
Page 398 and 399: Koos Winnips et al. order to make a
Page 400 and 401: Table 2: Overview of student reacti
Page 402 and 403: Koos Winnips et al. Students liked
Page 404 and 405: A Holistic Approach to Instructiona
Page 406 and 407: Li Zhong Zhang There is a wealth of
Page 408 and 409: Figure 1: An integrated design fram
Page 410 and 411: 6.1 Design implications Li Zhong Zh
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Page 430 and 431: Andy Coverdale A former interdisci
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Page 436 and 437: Michael Flavin In a subsequent work
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Page 440 and 441: Michael Flavin The lecturer also sp
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Page 446 and 447: 4. Possible scenarios 4.1 Computer
Page 448 and 449: Fortunate Gunzo and Lorenzo Dalvit
Page 450 and 451: Collaborative eLearning in a Develo
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Page 462 and 463: Fabio Serenelli et al. is to identi
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Page 466 and 467: Managing Essential Processing Foste
Page 468 and 469: 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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