Volume Two - Academic Conferences

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Evelyn Kigozi Kahiigi et al. considerable learning can be achieved by encouraging collaborative activities and processes of inquiry. The resultant effect can rationalize the lecturers’ workload, while the students receive timely feedback to their queries. Table 3: Students responses relating to challenges encountered from collaborative eLearning Although the occurrence of cost and increased workload were low in this study, their impact on CEL in this context is worth discussing. The cost for procuring computers is still high, making it difficult to meet the growing demand. 74.4% of the student in the study had access to shared computers but could not afford personal computers. Students have to rely on computer laboratory opening hours to book for computer access time. However, campus grounds have wireless internet installed to support students’ internet access 24/7. This then implies that there is need to institute student computer purchase loan schemes or avail low cost computers that are students can afford. Computer/internet access is crucial to drive CEL developments. 98.1% of the students in the study had personal mobile phones. An implication could be to explore avenues that will support affordable mobile phone pedagogies using basic functionalities to support CEL. In relation to perceived increased workload, it was observed that students were used to receiving information from lecturers and are not encouraged to getting involved in their learning process. 6. Conclusion This paper aimed to explore and understand the current practices of CEL as an alternative learning approach. More specifically, the paper investigates and discusses the value derived and challenges encountered with the CEL approach in Uganda. In so doing the paper provides insight into both research and practice on aspects that are particularly important when implementing CEL in a DCC. This is so since delivery of innovative education that supports the development of cognitive skills, selfdirected learning and research creates competitiveness in the global information society. The study established that CEL is one of the approaches that can have a positive impact on student learning, giving them opportunities to interact and share knowledge. However, it was evident from the study that learning and teaching methods are predominately traditional, with limited/no integration of eLearning. In addition there were inconsistencies in understanding the integration of technology into teaching and learning processes. As a result students’ possibility or willingness to adopt and use CEL was negatively affected. Future research therefore should be geared towards in-depth analysis and elaboration of factors that facilitate a holistic online learning environment. In so doing the major research question on how CEL can be effectively implemented to support students learning in a developing country context should be pursued. References Arvaja, M., Salovaara, H., Häkkinen, P. & Järvelä, S. (2007) Combining individual and group-level perspectives for studying collaborative knowledge construction in context. Learning and Instruction, 17, 448-459. Bakari, J. K. (2005) Towards a Holistic Approach for Managing ICT Security in Developing Countries: A Case Study of Tanzania. Stockholm University and Royal Institute of technology. 940
Evelyn Kigozi Kahiigi et al. Cantoni, V., Cellario, M. & Porta, M. (2004) Perspectives and challenges in eLearning: towards natural interaction paradigms. Journal of Visual Languages & Computing, 15, 333-345. Collins, A., Joseph, D. & Bielaczyc, K. (2004) Design Research: Theoretical and Methodological Issues. The Journal of the Learning Sciences, 13, 15-42. De Wever, B., Schellens, T., Valcke, M. & Van Keer, H. (2006) Content analysis schemes to analyze transcripts of online asynchronous discussion groups: A review. Computers & Education, 46 6-28. Dillenbourg, P. (1999) What do you mean by collaborative learning? In P. Dillenbourg (Ed) CollaborativeLearning: Cognitive and Computational Approaches., 1-19. Oxford: Elsevier. Dillenbourg, P., Baker, M., Blaye, A. & O'Malley, C. (1996) The evolution of research on collaborative learning. Learning in Humans and Machine: Towards an interdisciplinary learning science. Spada, E. & Reiman, P. Doll, W. J. & Ahmed, M. U. (1983) Managing user expectations. Journal of Systems Management, 34, 6-11. Engelbrecht, E. (2003) A look at eLearning models: Investigating their value for developing an eLearning strategy. Progressio, 25, 38-47. Fahy, P. J. & Ally, M. (2005) Student Learning Style and Asynchronous Computer-Mediated Conferencing (CMC) Interaction. The American Journal of Distance Education, 19, 5-22. Garrison, D. R. (2007) Online community of inquiry review: Social, cognitive and teaching presence issues. Journal of Asynchronous Learning Networks, 11, 61-72. Iahad, N., Dafoulas, G. A., Milankovic-Atkinson, M. & Murphy, A. (2004) ELearning in Developing Countries: Suggesting a Methodology for Enabling Computer-Aided Assessment. Advanced Learning Technologies, IEEE International Conference on. Los Alamitos, CA, USA, IEEE Computer Society. Kahiigi, K. E., Danielson, M., Hansson, H., Ekenberg, L. & Tusubira, F. F. (2009) An Empirical Investigation of Students’ Perceptions of ELearning in Uganda. IN CUNNINGHAM, P. C. A. M. (Ed.) IST-Africa 2009 Conference Proceedings. Kampala, Uganda. Kamba, M. A. (2009) Information and Knowledge Transfer: the Impact of Collaborative Learning (CL) in Enhancing Students <strong>Academic</strong> Performance in Nigerian Universities. IEEE Multidisciplinary Engineering Education Magazine, 4. Kirschner, P. A. (2001) Using integrated electronic environments for collaborative teaching/learning. Research Dialogue in Learning and Instruction 2, 1-9. Kirschner, P. A. & Kreijns, K. (2004) The sociability of computer-mediated collaborative learning environments: Pitfalls of social interaction and how to avoid them. In R. Bromme, F. Hesse, & H. Spada (Eds.). Barriers and biases in computer-mediated knowledge communication-And how they may be overcome. Dordrecht, NL: Kluwer. Kong, S. C. (2006) The Design of a Collaborative Learning Environment in a Mobile Technology Supported Classroom: Concept of Fraction Equivalence. Proceeding of the 2006 conference on Learning by Effective Utilization of Technologies: Facilitating Intercultural Understanding Amsterdam, The Netherlands, IOS Press. Koponen, T., Tedre, M. & Vesisenaho, M. (2011) An Analysis of the state and prospects of eLearning in developing countries. IN CUNNINGHAM, P. C. A. M. (Ed.) IST Africa 2011. Gaborone, Botswana. Kreijns, K., Kirschner, P., A & Jochems, W. (2003) Identifying the Pitfalls for Social Interaction In Computer- Supported Collaborative Learning Environments: A Review of the Research. Computers in Human Behavior, 19, 335 - 353. Lehtinen, E., Hakkarainen, K., Lipponen, L., Rahikainen, M. & Muukkonen, H. (1999) Computer supported collaborative learning: A review. CL-Net Project. Liaw, S. S. & Huang, H. M. (2006) Investigating Learner Attitudes toward a Collaborative ELearning System. Proceedings of the 10th International Conference on Computer Supported Cooperative Work in Design. Nanjing Lipponen, L., Hakkarainen, K. & Paavola, S. (2004) Practices and orientations of CSCL. In J.W. Strijbos, P. Kirschner & R. Martens (Eds.), What we know about CSCL: And implementing it in higher education. Kluwer <strong>Academic</strong> Publishers, 3, 31-50. Östlund, B. (2008) Interaction and Collaborative Learning: If, Why and How? European Journal of Open, Distance and ELearning, 1-9. Panitz, T. (1996) Collaborative versus cooperative learning. Piaget, J. (1926) The language and thoughts of the child, New York, Harcourt. Prosser, M. & Trigwell, K. (1999) Understanding learning and teaching. , Buckingham, Society for Research into Higher Education and Open University Press. Puckdeepun, T., Jaafar, J., Hassan, M. F. & Hussin, F. A. (2010) Investigating collaborative interaction using interactive table and IR devices. International Conference on User Science Engineering (i-USEr). Shah Alam, Malaysia. Reeves, T. C. (2000) Enhancing the Worth of Instructional Technology Research through "Design Experiments" and Other Development Research Strategies. Session 41.29, Annual Meeting of the American Educational Research Association, New Orleans, LA. Roschelle, J. & Teasley, S. D. (1995) The Construction of shared knowledge in collaborative problem solving. In C. O’Malley, ed. C. O’Malley (Ed.). Computer-Supported Collaborative Learning, 67-97. Berlin Springer- Verlag. So, H. J. & Bonk, C. (2010) Examining the Roles of Blended Learning Approaches in Computer- Supported Collaborative Learning (CSCL) Environments: A Delphi Study. Educational Technology & Society, 13, 189- 200. 941
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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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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
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 416 and 417: Nahla Aljojo et al. Adaptive hyperm
Page 418 and 419: Nahla Aljojo et al. Email: The emai
Page 420 and 421: Nahla Aljojo et al. Table 3: 16 typ
Page 422 and 423: Table 7: The results of pairwise co
Page 424 and 425: Nahla Aljojo et al. fact misleading
Page 426 and 427: Nahla Aljojo et al. Aljojo, N. & Ad
Page 428 and 429: Andy Coverdale media and related on
Page 430 and 431: Andy Coverdale A former interdisci
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Page 434 and 435: Andy Coverdale the participant inte
Page 436 and 437: Michael Flavin In a subsequent work
Page 438 and 439: Michael Flavin labour” nodes) in
Page 440 and 441: Michael Flavin The lecturer also sp
Page 442 and 443: Michael Flavin Quality Assurance Ag
Page 444 and 445: Fortunate Gunzo and Lorenzo Dalvit
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 456 and 457: Evelyn Kigozi Kahiigi et al. had ve
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Page 462 and 463: Fabio Serenelli et al. is to identi
Page 464 and 465: Figure 3: Screenshots of LO3 - Lear
Page 466 and 467: Managing Essential Processing Foste
Page 468 and 469: 6. Results and analysis Fabio Seren
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Page 472 and 473: 1.2 VLE (Virtual Learning Environme
Page 474 and 475: Nazime Tuncay and Hüseyin Uzunboyl
Page 478 and 479: Figure 4 Response Screen Nazime Tun
Page 482 and 483: Figure 12 An Example of Recorded Vi
Page 484 and 485: Figure 15 VirtualNeu General Menus
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Page 492 and 493: Liz Falconer and Manuel Frutos-Pere
Page 494 and 495: Liz Falconer and Manuel Frutos-Pere
Page 496 and 497: Extreme Scaffolding in the Teaching
Page 498 and 499: Dan-Adrian German first exposure to
Page 500 and 501: Benefits and Barriers: Applying eLe
Page 502 and 503: 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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