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Karen Strickland et al. qualitative feedback will be sought through the use of an online survey and further in-depth qualitative evaluations will be sought using Elluminate Live. The module development was been funded by an institutional Teaching Fellow Development Grant and additional monies to fund travel to one of the key partner institutions (Western Carolina University). References Brown, G. Quentin-Baxter, M (2010) WikiVet: building a community of practice to support a self-sustaining wiki for veterinary education. International Journal of Web Based Communities. 6(2): 183-196 Choy, S., Ng, K. (2007) Implementing wiki software for supplementing online learning, Australasian Journal of Educational Technology. 23(2): 209-226. Commission for the European Communities (2008) Green paper on the European Workforce for Health. Available from: http://ec.europa.eu/health/workforce/green_paper/index_en.htm [date accessed 1st June 2011] Knight, J. (2004) Internationaization remodelled: Definition, approaches, and rationales. Journal of Studies in International Education. 8 (1): 5- 31 Leask, B. (2000) Internationalisation: Changing contexts and their implications for teaching , learning and assessment Available from: http://www.ascilite.org.au/aset-archives/confs/aset-herdsa2000/procs/leask1.html [accessed 10.6.11] Thompson, K. Boore, J., Deeny, P. (2000) A comparison of an experience for nursing students in developed and developing countries. International Journal of Nursing Studies. 37: 481-492. Williamson, M., Harrison, L. (2010) Providing culturally appropriate care: A literature review. International Journal of Nursing Studies. 47: 761-769. 1014
eLearning in German Higher Education: Technology Implementation as a Challenge for Organizational Change Novita Yulianti, Michael Lund and Georg Müller-Christ Bremen University, Bremen, Germany novita@uni-bremen.de mlund@informatik.uni-bremen.de gmc@uni-bremen.de Abstract: In this research, the implementation of eLearning services is observed from an organizational viewpoint. It attempts to find out organizational and personal challenges that higher education has to overcome when eLearning is to be implemented in teaching and learning activities. The current situation shows that most higher-education institutions have established eLearning services so that eLearning services are now available for all students and teaching staff. However, only basic services are in use. The administration of universities shows that the use is often inefficient and not fully implemented in everyday teaching practice. Moreover, the full potential of the eLearning services that could make teaching more effective and interactive are neither acknowledged nor employed. This paper focuses on analyzing the main barriers that hinder teaching staff from adopting a new culture of teaching based on digital media and becoming familiarized with eLearning services. A preliminary study was carried out by interviewing experts and staff from an eLearning service unit in order to gain insight into the drivers and barriers faced during the introduction and implementation of eLearning services. A case study will be conducted focusing on higher-education institutions in Germany whose main form of teaching is on-campus and face-to-face, rather than on open and distanceLearning institutions that encounter different strategic issues in applying eLearning. A focus group comprising of members from all faculties will be formed which is intended to enable the adaptation of the learning environment to the behavior and needs of the teaching staff. However, this participatory challenge also drives the teaching staff to create a new culture of teaching by using eLearning services. Finally, this research into eLearning implementation in higher education institutions in Germany also reveals the current organizational problems in the system. In this way, the implementation of eLearning becomes a tool for organizational development. Keywords: eLearning, higher education, staff motivation, organization 1. Introduction Technology has continued to play a significant role in higher education. Its nature has the potential to alleviate some of the problems faced in higher education and improve the quality of teaching through the production and transmission of knowledge. Nowadays, most of higher education institutions provide eLearning services for all students and academic staff. Although basic services are in use, the administration of universities reveals that the offered eLearning services are not implemented in everyday teaching practice. Moreover, the potential of the eLearning services that could make teaching more effective and interactive are neither fully acknowledged nor employed. This paper focuses on factors within higher education that influence staff in their adoption of eLearning. It begins by describing the implementation of eLearning in higher education, and then discusses the inhibitors and facilitators that arise during implementation. Finally, it presents the future work that will be carried out. 2. eLearning implementation in Higher Education 2.1 Current situation eLearning becomes increasingly important in higher education institutions. In higher education in Germany, eLearning—computer- and web-supported teaching and learning—are established and continually developed over the past few years. Various eLearning formats such as complementary material for lectures, interactive course programs, virtual classroom courses with tutoring and collaborative learning, distance lectures, and virtual practical sessions are offered to students in which the complementary material for lectures is in the format usually offered in higher education and mostly accessed by students (Bargel, et al, 2008; Kleimann, et al, 2008). German teaching staff appreciate the use of modern information technology at university, but a lot of opportunities to make teaching more effective and interactive are still being left unused (Rosenboom, n.d.). Previous studies show that the integration of eLearning in higher education is so far disappointing, both in its strategic use as well as at the level of its educational work process. 1015
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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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Nahla Aljojo et al. fact misleading
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Nahla Aljojo et al. Aljojo, N. & Ad
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Andy Coverdale media and related on
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Andy Coverdale A former interdisci
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Andy Coverdale Whilst new initiativ
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Andy Coverdale the participant inte
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Michael Flavin In a subsequent work
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Michael Flavin labour” nodes) in
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Michael Flavin The lecturer also sp
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Michael Flavin Quality Assurance Ag
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Fortunate Gunzo and Lorenzo Dalvit
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4. Possible scenarios 4.1 Computer
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Fortunate Gunzo and Lorenzo Dalvit
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Collaborative eLearning in a Develo
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Evelyn Kigozi Kahiigi et al. implem
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Evelyn Kigozi Kahiigi et al. includ
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Evelyn Kigozi Kahiigi et al. had ve
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Evelyn Kigozi Kahiigi et al. consid
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Evelyn Kigozi Kahiigi et al. So, H.
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Fabio Serenelli et al. is to identi
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Figure 3: Screenshots of LO3 - Lear
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Managing Essential Processing Foste
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6. Results and analysis Fabio Seren
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Fabio Serenelli et al. Mangiatordi,
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1.2 VLE (Virtual Learning Environme
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Nazime Tuncay and Hüseyin Uzunboyl
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Figure 4 Response Screen Nazime Tun
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