Volume Two - Academic Conferences

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Nazime Tuncay and Hüseyin Uzunboylu How do the teachers perceive the usefulness of the e-learning/sharing portal? How do the students and the teachers perceive the ease of use of the e-learning/sharing portal? What ar e t he ad vantages and d isadvantages of us ing e -learning/sharing p ortal i n ed ucational activities from the teachers point of view? What are the suggestions of teachers about use of VirtualNeu? What are the needs of English teachers that ELEM course would address, i.e. what information should the VirtualNeu platform contain? What are the aims and objectives that should the ELEM course syllabus address such that it can be applied not only to the sample group teachers but to a more global group of teachers? Is the content of ELEM course notes acceptable as an international context? What facilities and menus should VirtualNeu contain? A questionnaire is developed for each of the issues above and results are derived. 1.6 Limitations The following limitations are resided in this study: 114 academicians from 12 different countries participated in the online survey. E-Learning Training Needs Interviews are limited with 40 English Teachers. Content evaluation survey is limited with 51 experts. “ELEM Course Expectations Online Survey” is limited with 70 English teachers. Measurement Tools Evaluation is limited with 68 experts. This study was conducted with the volunteer participants. All the research studies are limited with the researcher’s own budget. 2. Method 2.1 Population 114 academicians from 12 d ifferent c ountries p articipated t o the on line s urvey. Over 500 o nline questionnaires w ere di stributed to experts f rom 25 c ountries ( Australia, B ulgaria, C anada, China, Colombia, Cyprus, Czech, Dublin, E gypt, England, Finland, F rance, Republic, G reece, Germany, Green La nd, Hong K ong, I srael, Netherlands, Cyprus, Norway, Portugal, Turkey, R omania, USA). Announcements were m ade through m inistry of educ ation an d 80 E nglish teachers have r egistered for the ELEM Course. 40 English teachers from North Cyprus have participated in E-Learning Training Need Interviews. 51 Experts from 6 (Cyprus, Turkey, Romania, England, German, Greece) different countries p articipated i n c ontent ev aluation s urvey. 70 English t eachers hav e par ticipated i n E- Learning Education an d Mana gement E xpectations O nline S urvey. 68 ex perts ev aluated t he measurement tools of the ELEM course. 2.2 Instruments The online questionnaire about Syllabus was posted on Surveymonkey.com. In order to evaluate the items in the qu estionnaire, ex perts evaluation (n = 1 9) was r equired. Experts g roup f rom education technologist evaluated the data gathering scale both individually and collaboratively. Under the suggestions of experts, the necessary corrections were done to the draft form of the questionnaire. Hence, the content validity was maintained by the help of the educational technologist experts. All the experts’ ev aluations an d s uggestions ar e t aken ov er i n t he dr aft f orm of t he ques tionnaire a nd afterwards the necessary corrections were made. The Instruments used are: 2.2.1 E-Learning Training Needs Interviews One to o ne interviews ar e delivered t o 40 English teachers. In these i nterviews they are wanted to express their own needs in their own words and they are wanted to suggest solutions to these. 956
2.2.2 Syllabus Evaluation Online Survey Nazime Tuncay and Hüseyin Uzunboylu This survey composed of 97 items, where experts wanted comments from the participants and asked them to choose the suitable scales for themselves, in each item of the questionnaire. The scales were arranged as: “Strongly Agree”, “Agree”, “Neither Agree nor Disagree”, “Disagree” and “Strongly Disagree”. 114 academicians participated in this. The survey contained questions like: Do you agree with the aims of section 1.1? What are your comments about the objectives of module 2? 2.2.3 Environment Evaluation Online Survey This survey composed of 42 items, where the scales were arranged as: “Should be Included”, “May be Included” and “Should not be Included”. 51 experts participated in this. The survey contained questions like: What do you think about Home Menu? What do you think about Classes Menu? What do you think about Portfolio Menu? 2.2.4 Content Evaluation Survey This survey composed of 30 items, where the scales were arranged as: “Should be Included”, “May be Included” and “Should not be Included”. 51 experts participated in this. The survey contained questions like: What have to be included in Module 1? What is not necessary to be included in Module 2? Does the messages given in educational videos clear? 2.2.5 E-Learning Education and Management Expectations Online Survey The scales were arranged as: “Excellent”, “Quite Good”, “Good”, “Basic”, “Needs to be improved”. 70 experts participated in this. The survey contained questions like: How would you describe your skill of using the Windows Operating System? How w ould you d escribe your s kill of pr eparing s lide s hows by using m ultimedia pr esentation software (ex. Microsoft PowerPoint)? and some questions about availability of the sources like Where can you have access to the internet? 2.2.6 Measurement Tool A m easurement t ool c onsisting of 50 q uestions was de veloped by r esearchers. 68 ex perts participated i n t his. A pr ofessional he lp f orm 5 measurement and ev aluation expert was taken f or validity of test items. This research study is not a linear process: it is cyclical and iterative and it is comprised of four stages: planning, acting, developing, and reflecting (Martler, 2008). The stages of this research was planned parallel with the stages of action will be explained below (see Figure 2). 957
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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
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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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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
Page 452 and 453: Evelyn Kigozi Kahiigi et al. implem
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Page 456 and 457: Evelyn Kigozi Kahiigi et al. had ve
Page 458 and 459: Evelyn Kigozi Kahiigi et al. consid
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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 476 and 477: 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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Page 508 and 509: Olivia Billingham 2010); gains in c
Page 510 and 511: Olivia Billingham Deneen, L., (2010
Page 512 and 513: Karin Levinsen et al. conference or
Page 514 and 515: Karin Levinsen et al. in order to s
Page 516 and 517: Peps Mccrea professional engagement
Page 518 and 519: A Framework for Understanding Onlin
Page 520 and 521: Sónia Sousa et al. little sense re
Page 522 and 523: 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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