Guenter Hilmer - Phd Thesis - Glamorgan Dspace - University of ...

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2.4 Pedagogical elements and approaches 2 LITERATURE REVIEW This can cover the communication and interaction with other people, the tutoring of the student as well as other factors, such as pressure [77]. 44
2.5 Educational research 2 LITERATURE REVIEW 2.5 Educational research 2.5.1 Education and educational research Berliner points out that since 2002, within United States policy circles and else- where, there has been a growing call for enhanced evidence that educational in- novations are working. Doing science and implementing scientific findings are so difficult in education because humans in schools are embedded in complex and changing networks of social interaction [78]. Berliner’s conclusions are extremely relevant for the e-learning community. If we as e-learning developers accept the fact that there are unique complexities to be taken into account when learners use our tools, then a single-minded approach to researching the impact of e-learning on the learner is faulty. The fact that a lot of research has been undertaken in the different areas of e- learning shows the general interest in the research area [79][80][81] [82][83][84]. Macpherson et al. state that most of the literature on corporate e-learning con- centrates on the benefits, such as cost advantages and flexibility in delivery of learning [85]. However, it is argued that the issue of flexibility is only addressed in an organisational or financial dimension but not in a pedagogic dimension ad- dressing the variety in individual learning styles. Several drawbacks of current implementation policies which are characterised by an enthusiasm for technology are addressed: bias in the balance of quality versus cost, lack of a supportive and interactive context of learning, and low learner and trainer acceptance. Furthermore, Young introduces a survey involving more than 2300 professors in the US on the impact of the Internet and the Web on education [86]. The study ends by noting that at institutions of higher education, there is still much uncertainty about the efficient and effective use of information and communication technologies for education. It is recommended that further education for professors should focus less on the use of the technologies in general, but rather on the teaching strategies for their particular subjects. Harley suggests that the future e-learning landscape will depend on how institutions respond to a number of variables [87]: 45
Page 1 and 2: Separation of educational and techn
Page 3 and 4: CONTENTS CONTENTS Contents 1 Introd
Page 5 and 6: CONTENTS CONTENTS 2.12.6 Java and J
Page 7 and 8: CONTENTS CONTENTS 6 Interview evalu
Page 9 and 10: CONTENTS CONTENTS 7.3.5 Presentatio
Page 11 and 12: LIST OF FIGURES LIST OF FIGURES Lis
Page 13 and 14: LIST OF TABLES LIST OF TABLES List
Page 15 and 16: List of Abbreviations ADL - Advance
Page 17 and 18: Declaration This work has not previ
Page 19 and 20: 1 Introduction 1.1 Aim of project 1
Page 21 and 22: 1.4 Problem areas 1 INTRODUCTION ea
Page 23 and 24: 1.5 Approach 1 INTRODUCTION Secondl
Page 25 and 26: 2 Literature Review 2 LITERATURE RE
Page 27 and 28: 2.1 Definition and history of e-lea
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Page 41 and 42: 2.4 Pedagogical elements and approa
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Page 63 and 64: 2.10 Reuse of material 2 LITERATURE
Page 65 and 66: 2.11 Adaptive Hypermedia System 2 L
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Page 69 and 70: 2.12 Technology 2 LITERATURE REVIEW
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Page 73 and 74: 2.13 Research objectives 2 LITERATU
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4.1 General approach 4 HEAT 4.1.1 T
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4.1 General approach 4 HEAT the dif
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4.2 EHP-Layer 4 HEAT 4.2.2 Technica
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4.3 EHP-Information 4 HEAT 4.3 EHP-
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4.4 TLS-Layer 4 HEAT 4.4 TLS-Layer
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4.4 TLS-Layer 4 HEAT Element Type x
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4.5 EM-Layer 4 HEAT The important f
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4.6 Content space 4 HEAT It was def
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4.7 Material delivery 4 HEAT concep
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4.8 Detailed example 4 HEAT • Add
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4.8 Detailed example 4 HEAT Figure
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4.8 Detailed example 4 HEAT the aut
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5 Evaluation methodology 5 EVALUATI
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5.1 Analysis of alternative approac
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5.2 Design of the interview evaluat
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5.3 Design of the practical evaluat
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6 Interview evaluation 6 INTERVIEW
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6.1 Analysis of the pre-test interv
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6.1 Analysis of the pre-test interv
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6.2 Analysis of the manual markup t
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6.3 Analysis of the mid-test interv
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6.3 Analysis of the mid-test interv
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6.4 Analysis of the HEAT based mark
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6.4 Analysis of the HEAT based mark
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6.5 Analysis of the post-test inter
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6.5 Analysis of the post-test inter
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7 Practical evaluation 7 PRACTICAL
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7.1 Design 7 PRACTICAL EVALUATION O
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7.2 Existing material 7 PRACTICAL E
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7.2 Existing material 7 PRACTICAL E
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7.3 New material 7 PRACTICAL EVALUA
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7.3 New material 7 PRACTICAL EVALUA
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7.4 Summary 7 PRACTICAL EVALUATION
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7.4 Summary 7 PRACTICAL EVALUATION
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8 Discussion 8 DISCUSSION The insig
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8.1 Review of the EFTECS 8 DISCUSSI
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8.1 Review of the EFTECS 8 DISCUSSI
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8.2 Review of the HEAT 8 DISCUSSION
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8.3 Critique of the study 8 DISCUSS
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9 Conclusions 9 CONCLUSIONS In this
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9.1 Research objectives 9 CONCLUSIO
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9.2 Future work 9 CONCLUSIONS 9.2 F
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9.2 Future work 9 CONCLUSIONS Howev
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9.2 Future work 9 CONCLUSIONS therm
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9.3 Contribution to knowledge 9 CON
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REFERENCES REFERENCES [10] Robert J
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REFERENCES REFERENCES [30] Kendall
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REFERENCES REFERENCES [49] Barbara
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REFERENCES REFERENCES [68] A.W. Str
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REFERENCES REFERENCES [88] Melanie
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REFERENCES REFERENCES [110] The Dep
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REFERENCES REFERENCES [131] David A
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REFERENCES REFERENCES [151] Michael
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REFERENCES REFERENCES [174] Allianc
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A Appendices 225 A APPENDICES
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A.1 Evaluation tasksheet A APPENDIC
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A.2 Evaluation Worksheet A APPENDIC
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A.3 Evaluation Interviews A APPENDI
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A.4 Summary of interview results A
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A.5 XSL-Documents A APPENDICES A.5
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A.6 XEML - eXtensible Educational M
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A.7 Contents of CD A APPENDICES A.7
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Guenter Hilmer - Phd Thesis - Glamorgan Dspace - University of ...

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