Volume Two - Academic Conferences

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Simon McGinnes view on demand. OSD has not been used, since it is demanding of resources and previous results were disappointing. An enlarged website offers a variety of information including how-to guides, FAQs, news, course calendar, module descriptors with syllabus, texts and coursework requirements, and online video. This information is designed to empower part-time students (and part-time lecturers) who are present on campus only infrequently and therefore less able to communicate informally with other students and staff. Coursework is scheduled to avoid bottlenecks and reduce stress when assignments are due. The introduction of a small number of elective modules is intended to give students some choice over the subjects they study. Each student is allocated a personal tutor, who provides advice and support in case of ill-health, family, financial or course-related problems. The introduction of student surveys and class representatives helps provide feedback about the innovations, which is incorporated into a continuous improvement cycle. 5. Results The innovations have largely been well-received; student feedback and external examiner comments have in general been positive. Where negative comments have been received, they have been addressed quickly whenever possible. However, structural change has been more challenging than we hoped. We have learned that it can be risky to raise student expectations too much; for example, the late withdrawal of a promised elective module by the School (on cost-saving grounds) prompted strong dissatisfaction amongst students. Although the institution proclaims its support for lifelong learning, this does not necessarily translate into acceptance of, or support for, eLearning at a departmental level. The introduction of eLearning technology itself has been relatively simple. However, ongoing efforts are necessary to alter mindsets and practices amongst academics, administrators and students. Trinity College’s culture and processes are often unfavourable for mature, part-time students, but they are extremely entrenched and resist change (the College is over 400 years old). Unhelpful perceptions are encountered; many academics and administrators see the student body only as a uniform group of full-time day (i.e. nonmature) students; the “job of a lecturer is to lecture”, and so on. Effecting change is therefore an exhaustive process of winning over individuals and finding workarounds where change is difficult. Administrators have little incentive to alter processes, since change is seen as disruptive and costly; tradition or precedent are often invoked as reasons for keeping things as they are. It can be problematic also to motivate academics to engage in eLearning, since they have little incentive; performance is assessed primarily through research and publication, and so investing additional time in teaching can be viewed as wasted effort. Some have entrenched attitudes to eLearning, perhaps borne of prior experience with earlier technologies. One senior academic made his opposition explicit by protesting that “eLearning doesn’t work”. This experience seems to mirror that in other established institutions (Vryonides and Vitsilakis, 2008). Perhaps the most compelling insight which has emerged from this project is that eLearning is a team effort and feasible only when conducted on a sufficiently large scale. Unlike conventional university teaching, which is typically a one-person effort and inherently flexible, eLearning requires coordinated work by academics, administrators and support staff. Isolated eLearning initiatives by individual lecturers are time-consuming and costly, even if the technical resources are available, and difficult to carry out successfully. This requirement for team collaboration cuts across the institution’s management structures, which are organised along functional lines, and is therefore hard to achieve without active management support (Jennings, 2005). 6. Conclusions and recommendations Flexible learning is undoubtedly helpful for mature students. Our progress has been slow but we have been encouraged by the limited successes to date with eLearning and associated improvements in the IS programme. Our overarching experience has been that it is non-technological factors—cultural, perceptual and organisational—which are the major barriers to eLearning, particularly in a wellestablished university where tradition is prized (McGinnes and Dowling, 2010). A multi-pronged approach to change is required, encompassing management, processes, assumptions, regulations, services, methods, pedagogy and technology. 984
References Simon McGinnes AFLF 2007. ELearning Benchmarking Project: eLearning for mature aged learners. Australian Flexible Learning Framework. Billhardt, B. 2010. What Does Mature eLearning Look Like? Training and Development in Australia, Vol 37, No. 3, pp 21. Bowman, K. & Kearns, P. 2008. eLearning for the mature age worker. Australian Flexible Learning Framework (AFLF). National Centre for Vocational Education Research (NCVER), Australia. Department of Education, Science and Training (DEST). Hart, M., Burgess, J. & Betts, H. 2005. The role of eLearning in accelerating part-time student progression. In: REMENYI, D. (ed.) 4th European Conference on eLearning. Royal Netherlands Academy of Arts and Sciences, Amsterdam: <strong>Academic</strong> <strong>Conferences</strong> Limited. Jennings, A. 2005. Implementing an Integrated Web-Based Synchronous eLearning Collaboration Platform at Tertiary Level for Part-Time Mature Evening Students. MSc Thesis, Trinity College, University of Dublin. Jennings, A., Mullally, A., O’Connor, C., Dolan, D., Parkinson, A. & Redmond, J. A. 2007. Is the Jury Still Out on “Blended Learning”? Web Information Systems and Technologies, Vol, No., pp 355-366. McGinnes, S. & Dowling, F. 2010. Overcoming Time, Place and Pace: Using Technology-Enhanced Teaching to Support Mature Evening Degree Students. In: O’MAHONY, C. (ed.) Flexible Learning: Proceedings of the Fourth Annual Conference of the National Academy for Integration of Research, Teaching and Learning (NAIRTL). Royal College of Surgeons, Dublin, Ireland: NAIRTL. Mullally, A., Jennings, A., O’Connor, C., Dolan, D., Parkinson, A. & Redmond, J. 2006. Use of a Web-based Teaching Collaborative Platform at Third Level: A Qualified Success? Advances in Computer, Information, and Systems Sciences, and Engineering, Vol, No., pp 373-379. TCD. 2011. BSc (Hons) Information Systems Course website [Online]. Available: http://www.scss.tcd.ie/undergraduate/bscis/index.htm [Accessed]. Vryonides, M. & Vitsilakis, C. 2008. Widening participation in postgraduate studies in Greece: mature working women attending an eLearning programme. Journal of Education Policy, Vol 23, No. 3, pp 199-208. 985
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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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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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Page 468 and 469: 6. Results and analysis Fabio Seren
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Page 484 and 485: Figure 15 VirtualNeu General Menus
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Page 500 and 501: Benefits and Barriers: Applying eLe
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Page 508 and 509: Olivia Billingham 2010); gains in c
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Page 516 and 517: Peps Mccrea professional engagement
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Page 520 and 521: Sónia Sousa et al. little sense re
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Page 524 and 525: Trust in Distributed Personal Learn
Page 526 and 527: 2.2 LePress Sónia Sousa et al. Per
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Page 530 and 531: Breaking Down Barriers: Development
Page 532 and 533: Karen Strickland et al. qualitative
Page 534 and 535: Novita Yulianti et al. Research con
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