proceedings of Student Mobility and ICT: Can E-LEARNING

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it make a difference if Chantal had a position of greater authority? Would it make a difference if Chantal had scientific expertise? © Chris MacDonald. The events and persons in this case are entirely fictional. There is no "Avco Environmental." Any similarity to real persons or companies is purely accidental, though hopefully instructive. Permission is hereby given for printing & copying this case, for educational purposes, provided that the author's name and the URL www.businessethics.ca are included. References Banks, S. (2006). Collaboration for inter-cultural e-learning: A Sino-UK case study. 23rd Annual ASCILITE. Conference: Who’s learning? Whose technology?, 71-77. Belcher, D. (1999). Authentic interaction in a virtual classroom: leveling the playing field in a graduate seminar. Computers and Composition, 16(2), 253–267. Bell, F., & Zaitseva, E. (2005). Only connect? Complexities in international student communication. Journal of E-Learning, 2(4), 341-354. Beuchot, A., & Bullen, M. (2005). Interaction and interpersonality in online discussion forums. Distance Education, 26(1), 67- 87. Castillo, H., Bishop, R., & Glynn, T. (2003). Culture counts: changing power relations in education. London: Zed Books. Cox, B. & Cox, B. (2008). Developing interpersonal and group dynamics through asynchronous threaded discussions: The use of discussion board in collaborative learning. Education, 128(4), 553-566. DeVito, J. A. (2007). The interpersonal communication book. Boston, MA: Pearson Education. Goodfellow, R., & Hewling, A. (2005). Reconceptualising culture in virtual learning environments: From an ‘essentialist’ to a ‘negotiated’ perspective. Journal of E–Learning, 2(4), 355-367. Gudykunst, W. B. (2005). Theorizing about intercultural communication. Thousand Oaks, CA: Sage Publications. Gunawardena, C.N., Nolla, A.C., Wilson, P.L., Lopez-Islas, J.R., Ramírez-Angel, N., & Megchun-Alpízar, R.M. (2001). A Cross-cultural Study of Group Process and Development in Online Conferences. Distance Education, 22(1), 85-121. Hall, E.T. (1976). Beyond Culture. Garden City, NY: Anchor Press. Hall, E., & Hall, M. (1990). Understanding Cultural Differences. New York, NY: Inter-cultural Press. Hofstede, G. (1980). Culture’s consequence: international differences in work-related values. Newbury Park, CA: Sage. Hofstede, G. (1991). Cultures and organizations: software of the mind. Maidenhead, U.K.: McGraw-Hill. Kanuka, H., & Garrison, D. R. (2004). Cognitive presence in online learning. Journal of Computing in Higher Education, 15(2), 30-49. Kelly, F. (2002). The political implications of e-Learning. Higher Education in Europe, 27(3), 211-218. Kern, R. G. (1995). Restructuring classroom interaction with network computers: Effects on quantity and characteristics of language production. The Modern Language Journal, 79(4), 457-476. Lim, C. P., Chai, C. S (2004). An activity-theoretical approach to research of ICT integration in Singapore schools orienting activities and learner autonomy. Computers & Education, 43(3), 215-236. Luthans, F., & Doh, J. P. (2009). International management: culture, strategy, and behavior (7th ed.). New York: McGraw-Hill/Irwin. Marra, R. M., Moore, J. L., & Klimczak, A. K. (2004). Content analysis of online discussion forums: A comparative analysis of protocols. Journal of Educational Technology Research & Development, 52(2), 23-40. Metge, J. (1976). The Maori of New Zealand. London: Routledge. Morse, K. (2003). Does one size fit all? Exploring asynchronous learning in a multicultural environment. Journal for Asynchronous Learning Networks, 7(1), 37-55. Oliver, M., & Trigwell, K. (2005). Can blended learning be redeemed?, Journal of E-Learning, (2)1, 17- 26. Osman, G., & Herring, S. C. (2007). Interaction, facilitation, and deep learning in cross-cultural chat: A case study. Internet and Higher Education, 10, 125-141. Conference proceedings of Student Mobility and ICT: Can E-LEARNING overcome barriers of Life-Long learning?” 196
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Proceedings of Student Mobility and
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Contributions listed per session We
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Teaching Part-time Students Using C
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Description of Practices of Knowled
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Remediating Summer Classes and Diag
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• For a bridging course of this s
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computing and displaying geometrica
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significant. For that reason, the f
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Apparently, ‘new learning’ work
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Delivering a Masters: from Paper to
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1 or 2 days of face to face contact
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MyDundee and the different forms of
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Unified in Learning - Separated by
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views. As the IOs staff has to coll
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was to apply the newly gained knowl
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Please provide an overall grade for
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discussion forums promises to yield
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Additionally to the CIS each course
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system 5.9% and Blended Learning 10
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Conclusion The survey shows that th
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Competence Based Teaching and Evalu
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Peer-assessment, according to Falch
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90 80 70 60 50 40 30 20 10 0 Figure
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and think“). Reliability deals wi
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knowledge but also the skills of th
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Explaining student learning prefere
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• Practice (that is, the problems
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processing strategies, metacognitiv
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0.250 0.200 0.150 0.100 0.050 0.000
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0.400 0.350 0.300 0.250 0.200 0.150
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Selecting Educational Content in m-
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Figure 2 How could we integrate the
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Applying a Fact-oriented Knowledge
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Table 2: List of definitions for su
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One, of the most important assumpti
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Inspecting the KSD in figure 2 reve
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The Influence of Portfolio Media on
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discussed the portfolio. The last h
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Count 10 8 6 4 2 1 2 3 4 5 6 7 8 9
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ased portfolio (n=177). Scoring a 6
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An E-Portfolio for Post-Graduate Co
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Evers, F. T., Rush, J. C. & Berdrow
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Indicators of Needs for Preparatory
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dependent on his/her background, ac
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study programs. A wide choice of st
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It may be presumed that the competi
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Bean, J. P. ( 1985 ). Interaction e
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Facing the Mathematics Problem, Two
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mention the problems that they enco
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gradually from the first to the las
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45% 40% 35% 30% 25% 20% 15% 10% 5%
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References Dijsselbloem, J., e.a. (
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Findings So far, seventy-four stude
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Students’ Mobility, Acculturation
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Pedagogical Approaches Used For Pre
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• the teacher is a learner togeth
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learning. He pointed at the method
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Wieland, A., Brouwer, N., Kaper, W.
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The live learning lab was more than
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For the audience site, the camera s
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video/audio compression and competi
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applications for a typical presenta
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E-learning - Non-discovered Territo
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References Badania potrzeb w zakres
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Security Requirements and Goals for
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The implications of using this tech
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References Hinton, H., & Vanderwauv
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This is mainly due to the fact that
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students from one class session to
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Social Presence, Web-videoconferenc
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facilities. As Figure 2 shows, web-
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Instruments Expectations of the cou
Page 145 and 146: Table 1 Comparison of course useful
Page 147 and 148: As group collaboration and the cour
Page 149 and 150: Literature Scan on Online Remedial
Page 151 and 152: Most recent studies have focussed o
Page 153 and 154: The implementation of online educat
Page 155 and 156: Lefgren (2004); Kozeracki (2002); L
Page 157 and 158: Establishing a European Framework o
Page 159 and 160: Modelling Mobile Agent Mobility in
Page 161 and 162: f11 = Addressing f12 = Encoding f13
Page 163 and 164: Naming services The Sun Microsystem
Page 165 and 166: Lamport, L & Melliar-Smith, P. M.(1
Page 167 and 168: lecturers see all lectures they hav
Page 169 and 170: Figure 3. A content page of the Tec
Page 171 and 172: Digitizing Courses for Flexible Edu
Page 173 and 174: Figure 1. Amount of fragment views
Page 175 and 176: elaborate on the fragments in sever
Page 177 and 178: engaged in family and/or work life,
Page 179 and 180: and Services contributes to interna
Page 181 and 182: Furture prospects Physical student
Page 183 and 184: Towards a Dutch Remedial Education
Page 185 and 186: Hollins, E. R. (1996). Culture in s
Page 187 and 188: To realise this goal a consortium o
Page 189 and 190: Hybrid Learning as a Facilitator to
Page 191 and 192: are commonly associated with high c
Page 193 and 194: Table 3. Individual forum participa
Page 195: ecause of the huge investment in de
Page 199 and 200: facility with technology as an empl
Page 201 and 202: The subject of the advertisement is
Page 203 and 204: M Pete Nevin October 10 at 8:46pm H
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