Solutions and innovations in Web-based technologies for augmented learning: improved platforms, tools, and applications
"This book covers a wide range of the most current research in the development of innovative web-based learning solutions, specifically facilitating and augmenting learning in diverse contemporary organizational settings"--Provided by publisher.
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Hershey, PA [u.a.]
Information Science Reference
2009
|
| Schriftenreihe: | Premier reference source
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Zusammenfassung: | "This book covers a wide range of the most current research in the development of innovative web-based learning solutions, specifically facilitating and augmenting learning in diverse contemporary organizational settings"--Provided by publisher. |
| Beschreibung: | xxiii, 377 p. ill. 29 cm |
| ISBN: | 9781605662381 |
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| 245 | 1 | 0 | |a Solutions and innovations in Web-based technologies for augmented learning |b improved platforms, tools, and applications |c Nikos Karacapilidis, [editor] |
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| 650 | 4 | |a Erziehung | |
| 650 | 4 | |a Education |x Computer network resources | |
| 650 | 4 | |a Internet in education | |
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Datensatz im Suchindex
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|---|---|
| adam_text | TABLE OF CONTENTS PREFACE XIX SECTION I AUGMENTING LEARNING CHAPTERI THE
ROLE OF LEARNER IN AN ONLINE COMMUNITY OF INQUIRY: RESPONDING TO THE
CHALLENGES OF FIRST-TIME ONLINE LEAMERS I MARTHA CLEVELAND-INNES,
ATHABASCA UNIVERSITY, CANADA RANDY GARRISON, THE UNIVERSITY 0/ CALGARY,
CANADA ELLEN KINSEI, ODYSSEY LEARNING SYSTEMS, CANADA CHAPTERII
STUDENTS ATTITUDES TOWARD PROCESS AND PRODUCT ORIENTED ONLINE
COLLABORATIVE LEARNING
..............................................................................
.....................*........ :................................... 15
XINCHUN WANG, CALIFORNIA STATE UNIVERSITY, FRESNO, USA CHAPTERILL
COGNITION, TECHNOLOGY, AND PERFORMANCE: THE ROLE OFCOURSE MANAGEMENT
SYSTEMS 35 TERESA LANG, COLUMBUS STATE UNIVERSITY, USA DIANNE HALL,
AUBURN UNIVERSITY, USA CHAPTERIV THE ROLE OFORGANIZATIONAL,
ENVIRONMENTAL AND HUMAN FACTORS IN E-LEAMING DIFFUSION 53 KHOLERILE L.
GWEBU, UNIVERSITY 0/ NEW HAMPSHIRE, USA JING WANG, KENT STATE
UNIVERSITY, USA CHAPTERV DISTANCE EDUCATION: SATISFACTION AND SUCCESS 71
WM. BENJAMIN MARTZ, JR., NORTHERN KENTUCKY UNIVERSITY, USA MORGAN
SHEPHERD, UNIVERSITY O/COLORADO AT COLORADO SPRINGS, USA CHAPTERVI GROUP
SUPPORT SYSTEMS AS COLLABORATIVE LEARNING TECHNOLOGIES: A META-ANALYSIS
79 JOHN LIN, NATIONAL UNIVERSITY OF SINGAPORE, SINGAPORE YIN PING YANG,
NATIONAL UNIVERSITY OFSINGAPORE, SINGAPORE YINGQIN ZHONG, NATIONAL
UNIVERSITY OFSINGAPORE, SINGAPORE SEETION 11 DESIGN, MODELING, AND
EVALUATION ISSUES CHAPTERVII KNOWLEDGE FLOW AND LEARNING DESIGN MODELS
TOWARDS LIFEWIDE E-LEARNING
ENVIRONMENTS......................................................................................................................................
110 ME. PETTENATI, UNIVERSITY OFFLORENCE, ITALY ME. CIGOGNINI,
UNIVERSITY OFFLORENCE, ITALY CHAPTERVM AN AGENT-BASED FRAMEWORK FOR
PERSONALIZED E-LEARNING SERVICES 130 LARBI ESMAHI, ATHABASCA UNIVERSITY,
CANADA CHAPTERIX SUPPORTING EVOLUTION OFKNOWLEDGE ARTIFACTS IN WEB BASED
LEARNING ENVIRONMENTS 142 DIMITRIS KOTZINOS, INSTITUTE OFCOMPUTER
SCIENCE, FORTH-ICS AND DEPARTMENT OF GEOMATICS AND SURVEYING, TEL OF
SERRES, GREECE GIORGOS FLOURIS, INSTITUTE OFCOMPUTER SCIENCE, FORTH-ICS,
GREECE YANNIS TZITZIKAS, UNIVERSITY OFCRETE AND INSTITUTE OFCOMPUTER
SCIENCE, FORTH-ICS, GREECE DIMITRIS ANDREOU, INSTITUTE OFCOMPUTER
SCIENCE, FORTH-ICS, GREECE VASSILIS CHRISTOPHIDES, UNIVERSITY OFCRETE
AND INSTITUTE OFCOMPUTER SCIENCE, FORTH-ICS, GREECE CHAPTERX INTERFACE
AND FEATURES FOR AN AUTOMATIE C PROGRAM EVALUATION SYSTEM 168 AMIT
KUMAR MANDAL, IIT KHARAGPUR, INDIA CHITTARANJAN MANDAL, IIT KHARAGPUR,
INDIA CHRIS READ, KINGSTON UNIVERSITY, UK CHAPTERXI EVALUATING
COMPUTERIZED ADAPTIVE TESTING SYSTEMS 186 ANASTASIOS A. ECONOMIDES,
UNIVERSITY OF MACEDONIA, GREECE CHRYSOSTOMOS ROUPAS, UNIVERSITY OF
MACEDONIA, GREECE CHAPTERXII TECHNOLOGY INTEGRATION PRACTICES WITHIN A
SOCIOECONOMIC CONTEXT: IMPLICATIONS FOR EDUCATIONAL DISPARITIES AND
TEACHER PREPARATION 203 HOLIM SONG, TEXAS SOUTHEM UNIVERSITY, USA EMIEL
OWENS, TEXAS SOUTHEM UNIVERSITY, USA TERRY T. KIDD, UNIVERSITY 0/ TEXAS
SCHOOL 0/ PUBLIC HEALTH, USA CHAPTER XIII UTILIZING WEB TOOLS FOR
COMPUTER-MEDIATED COMMUNICATION TO ENHANCE TEAM- BASED LEARNING 218
ELIZABETH AVERY GOMEZ, NEW JERSEY INSTITUTE O/TECHNOLOGY, USA DEZHI WU,
SOUTHEM UTAH UNIVERSITY, USA KATIA PASSERINI, NEW JERSEY INSTITUTE
O/TECHNOLOGY, USA MICHAEL BIEBET, NEW JERSEY INSTITUTE O/TECHNOLOGY, USA
CHAPTERXIV ACCESSIBLE E-LEARNING: EQUAL PEDAGOGICAL OPPORTUNITIES FOR
STUDENTS WITH SENSORY LIMITATIONS 233 RAKESH BABU, UNIVERSITY 0/ NORTH
CAROLINA AT GREENSBORO, USA VISHAL MIDHA, UNIVERSITY 0/ NORTH CARO/INA
AT GREENSBORO, USA SEETION 111 TOOLSAND APPLICATIONS CHAPTERXV
SUPPORTING ARGUMENTATIVE COLLABORATION IN COMMUNITIES OFPRACTICE: THE
COPE _IT! APPROACH.
..................*...........................................................
........................................ 245 NIKOS KARACAPI/IDIS,
UNIVERSITY 0/ PATRAS AND RESEARCH ACADEMIC COMPUTER TECHNOLOGY INSTNUTE,
GREECE MANOLIS TZAGARAKIS, RESEARCH ACADEMIC COMPUTER TECHNOLOGY
INSTITUTE, GREECE CHAPTERXVI PERSONALIZATION SERVICES FOR ONLINE
COLLABORATION AND LEARNING 258 CHRISTINA E. EVANGELOU, INFORMATICS AND
TELEMATICS INSTITUTE, GREECE MANOLIS TZAGARAKIS, RESEARCH ACADEMIC
COMPUTER TECHNOLOGY INSTITUTE, GREECE NIKOS KAROUSOS, RESEARCH ACADEMIC
COMPUTER TECHNOLOGY INSTITUTE, GREECE GEORGE GKOTSIS, RESEARCH ACADEMIC
COMPUTER TECHNOLOGY INSTITUTE, GREECE DORA NOUSIA, RESEARCH ACADEMIC
COMPUTER TECHNOLOGY INSTITUTE, GREECE CHAPTER XVII COMPUTER-AIDED
PERSONALISED SYSTEM OF INSTRUCTION FOR TEACHING MATHEMATICS IN AN ONLINE
LEAMING ENVIRONMENT 271 WI//EM-PAUL BRINKMAN, DELFT UNIVERSITY
OFTEEHNOLOGY, THE NETHERLANDS ANDREW RAE, BRUNEL UNIVERSITY, UK YOGESH
KUMAR DWIVEDI, SWANSEA UNIVERSITY, UK CHAPTER XVIII SOCIAL SOFTWARE FOR
SUSTAINING INTERACTION, COLLABORATION, AND LEAMING IN COMM UNITIES OF
PRACTICE 300 SANDY EL HELOU, EEOLE POLYTEEHNIQUE FEDERALE DE LAUSANNE
(EPFL), SWITZERLAND DENIS GI//ET, EEOLE POLYTEEHNIQUE FEDERALE DE
LAUSANNE (EPFL), SWITZERLAND CHRISTOPHE SALZMANN, EEOLE POLYTEEHNIQUE
FEDERALE DE LAUSANNE (EPFL), SWITZERLAND YASSIN REKIK, EEOLE
POLYTEEHNIQUE FEDERALE DE LAUSANNE (EPFL), SWITZERLAND CHAPTERXIX
MULTIMEDIA AUTHORING FOR COMMUNITIES OFTEACHERS 317 AGNES GUERRAZ, INRLA
RHONE-ALPES, FRANEE CECILE ROISIN, INRLA RHONE-ALPES, FRANEE JAN MI/UIC.
INRLA RHONE-ALPES, FRANEE ROMAIN DELTOUR, INRLA RHONE-ALPES, FRANEE
COMPILATION OF REFERENCES 334 ABOUT THE CONTRIBUTORS 367 INDEX 375
DETAILED TABLE OF CONTENTS PREFACE XIX SECTION I AUGMENTING LEARNING
CHAPTERI THE ROLE OF LEARNER IN AN ONLINE COMMUNITY OF INQUIRY:
RESPONDING TO THE CHALLENGES OF FIRST-TIME ONLINE LEAMERS ; 1 MARTHA
CLEVELAND-INNES, ATHABASCA UNIVERSITY, CANADA RANDY GARRISON, THE
UNIVERSITY OFCALGARY, CANADA ELLEN KINSEI, ODYSSEY LEARNING SYSTEMS,
CANADA LEARNERS EXPERIENCING AN ONLINE EDUCATIONAL COMMUNITY FOR THE
FIRST TIME CAN EXPLAIN THE ADJUSTMENT REQUIRED FOR PARTICIPATION.
FINDINGS FROM A STUDY OF ADJUSTMENT TO ONLINE LEAMING ENVIRONMENTS
VALIDATE DIFFERENCES FOUND IN 3 PRESENCES IN AN ONLINE COMMUNITY OF
INQUIRY. USING PRE- AND POST-QUESTIONNAIRES, STUDENTS ENROLLED IN
ENTRY-IEVEL COURSES IN 2 GRADUATE DEGREE PROGRAMS AT ATHABASCA
UNIVERSITY, CANADA, DESCRIBE THEIR ADJUSTMENT TO ONLINE IEARNING.
RESPONSES WERE ANALYZED IN RELATION TO THE ELEMENTS OF COGNITIVE,
SOCIAL, AND TEACHING PRESENCE, DEFINED BY GARRISON, ANDERSON, AND ARCHER
(2000) AS CORE DIMENSIONS OF LEARNER ROLE REQUIREMENTS IN AN ONLINE
COMMUNITY OF INQUIRY. FIVE AREAS OF ADJUSTMENT CHARACTERIZE THE MOVE
TOWARD COMPETENCE IN ONLINE LEARNING: INTERACTION, SELF-IDENTITY,
INSTRUCTOR ROIE, COURSE DESIGN, AND TECHNOLOGY. STUDENT COMMENTS PROVIDE
UNDERSTANDING OFTHE EXPERIENCE OFFIRST-TIME ONLINE IEAMERS, INCLUDING
THE CHALLENGES, INTERVENTIONS, AND RESOLUTIONS THAT PRESENT THEMSELVES
AS UNIQUE INCIDENTS. RECOMMENDATIONS FOR THE SUPPORT AND FACILITATION OF
ADJUSTMENT ARE MADE. CHAPTERII STUDENTS ATTITUDES TOWARD PROCESS AND
PRODUCT ORIENTED ONLINE COLLABORATIVE LEARNING 15 XINCHUN WANG,
CALIFORNIA STATE UNIVERSITY, FRESNO, USA ALTHOUGH THE PEDAGOGICAL
ADVANTAGES OF ONLINE INTERACTIVE LEARNING ARE WEIL KNOWN, MUCH NEEDS TO
BE DONE IN INSTRUCTIONAL DESIGN OF APPLICABLE COLLABORATIVE LEARNING
TASKS THAT MOTIVATE SUSTAINED STUDENT PARTICIPATION AND INTERACTION. IN
A PREVIOUS STUDY BASED ON A WEB-BASED COURSE OFFERED IN 2004, WANG
(2007) INVESTIGATED THE FACTORS THAT PROMOTE SUSTAINED ONLINE
COLLABORATION FOR KNOWLEDGE BUILDING. BY PROVIDING NEW DATA FROM THE
SAME WEB-BASED COURSE OFFERED IN 2006 AND 2007, THIS STUDY INVESTIGATES
STUDENTS ATTITUDES TOWARD PROCESS- AND PRODUCT-ORIENTED ONLINE
COLLABORATIVE LEAMING. THE ANALYSIS OF 93 POST COURSE SURVEY
QUESTIONNAIRE DATA SHOW THAT THE OVERWHELMING MAJORITY OF STUDENTS HAVE
POSITIVE EXPERIENCE WITH ONLINE COLLABORATIVE LEAMING. DATA ALSO SUGGEST
THAT STUDENTS ARE MORE ENTHUSIASTIC ABOUT PROCESS-ORIENTED TASKS AND
THEIR ATTITUDES TOWARD PRODUCT-ORIENTED COLLABORATIVE LEARNING TASKS ARE
MIXED. CHAPTERM COGNITION, TECHNOLOGY, AND PERFORMANCE: THE ROLE
OFCOURSE MANAGEMENT SYSTEMS 35 TERESA LANG, COLUMBUS STATE UNIVERSITY,
USA DIANNE HALL, AUBURN UNIVERSITY, USA DEVELOPMENT AND SALE OF
COMPUTER-ASSISTED INSTRUCTIONAL SUPPLEMENTS AND COURSE MANAGEMENT SYSTEM
PRODUCTS ARE INCREASING. TEXTBOOK SALES REPRESENTATIVES USE THIS
TECHNOLOGY TO MARKET TEXTBOOKS, AND MANY COLLEGES AND UNIVERSITIES
ENCOURAGE THE USE OF SUCH TECHNOLOGY. TBE USE OF COURSE MANAGEMENT
SYSTEMS IN EDUCATION HAS BEEN EQUATED TO THE USE OF ENTERPRISE RESOURCE
PLANNING SOFTWARE BY LARGE BUSINESSES. RESEARCH FINDINGS ABOUT THE
PEDAGOGICAL BENEFITS OF COMPUTER-ASSISTED INSTRUCTION AND COMPUTER
MANAGEMENT SYSTEMS ARE INCONCLUSIVE. TBIS STUDY DESCRIBES AN EXPERIMENT
CONDUCTED TO DETERMINE THE BENEFIT TO STUDENTS OF USING COURSE
MANAGEMENT SYSTEMS. TBE EFFECTS OF COGNITION, LEARNING STYLES, AND
COMPUTER ATTITUDE WERE CONSIDERED AND ELIMINATED TO BETTER ISOLATE ANY
DIFFERENCES IN PERFORMANCE. STUDENT PERFORMANCE DID NOT IMPROVE WITH THE
USE OFTHE TECHNOLOGY. CHAPTERIV THE ROLE OFORGANIZATIONAL, ENVIRONMENTAL
AND HUMAN FACTORS IN E-LEAMING DIFFUSION 53 KHOLERILE L. GWEBU,
UNIVERSITY 0/ NEW HAMPSHIRE, USA JING WANG, KENT STATE UNIVERSITY, USA
IMPROVEMENTS IN TECHNOLOGY HAVE LED TO INNOVATIONS IN TRAINING SUCH AS
ELECTRONIC LEAMING (E-LEAMING). E-LEAMING AIMS TO HELP ORGANIZATIONS IN
THEIR TRAINING INITIATIVES BY SIMPLIFYING THE TRAINING PROCESS AND
CUTTING COST. IT ALSO ATTEMPTS TO HELP EMPLOYEES IN THEIR LEARNING
PROCESSES BY MAKING LEARNING READILY ACCESSIBLE. UNFORTUNATELY, THE
DIFFUSION OF THIS INNOVATION HAS NOT BEEN AS SUCCESSFUL AS WAS INITIALLY
PREDICTED. IN THIS PAPER WE EXPLORE THE DRIVERS BEHIND THE DIFFUSION OF
E-LEAMING. APART FROM THE FACTORS INVESTIGATED BY PREVIOUS RESEARCH, WE
BELIEVE THAT ONE MORE DIMENSION, -HUMAN FACTORS- SHOULD BE TAKEN INTO
ACCOUNT WHEN EVALUATING THE DIFFUSION OF A TRAINING INNOVATION, SINCE
LEAMERS ARE, TO A LARGE EXTENT, THE CENTRAL ISSUE OFTRAINING. IN THE
CASE OF E-IEARNING WE BELIEVE THAT MOTIVATION PLAYS A KEY ROLE IN THE
DIFFUSION OF E-LEAMING. CHAPTERV DISTANCE EDUCATION: SATISFACTION AND
SUCCESS 71 WM. BENJAMIN MARTZ, JR., NORTHERN KENTUCKY UNIVERSITY, USA
MORGAN SHEPHERD, UNIVERSITY 0/ COLORADO AT COLORADO SPRINGS, USA *
ALMOST 3.5 MILLION STUDENTS WERE TAKING AT LEAST I ONLINE COURSE DURING
THE FALL 2006 TERM. * THE 9.7 % GROWTH RATE FOR ONLINE ENROLLMENTS FAR
EXCEEDS THE 1.5 % GROWTH OFTHE OVERALL HIGHER EDUCATION STUDENT
POPULATION. (ALLEN AND SEAMAN, 2007) BY 2006, THE DISTANCE EDUCATION
INDUSTRY WAS WEIL BEYOND $33.6 BILLION (MERIT EDUCATION, 2003). AS WITH
MOST MARKETS, 1 OF THE KEYS TO TAKING ADVANTAGE OF THIS GROWING MARKET
IS CUSTOMER SATISFACTION. THEREFORE THE GREATER THE STUDENT SATISFACTION
IN A DISTANCE PROGRAM, THE MORE IIKELY THAT PROGRAM WILL BE SUCCESSFUL.
THIS PAPER IDENTIFIES 5 KEY COMPONENTS OF SATISFACTION FOR DISTANCE
EDUCATION PROGRAMS THROUGH A STUDENT SATISFACTION QUESTIONNAIRE AND
FACTOR ANALYSIS. A QUESTIONNAIRE WAS DEVELOPED USING THESE VARIABLES AND
ADMINISTERED TO 341 DISTANCE STUDENTS. THE RESULTS REVEALED 5 CONSTROCTS
FOR STUDENT SATISFACTION IN A DISTANCE EDUCATION PROGRAM (MARTZ AND
REDDY, 2005; MARTZ AND SHEPHERD, 2007). USING THESE FACTORS AS GUIDANCE,
THIS PAPER EXTENDS THOSE FINDINGS TO PROVIDE SOME OPERATIONAL AND
ADMINISTRATIVE IMPLICATIONS. CHAPTERVI GROUP SUPPORT SYSTEMS AS
COLLABORATIVE LEARNING TECHNOLOGIES: A META-ANALYSIS 79 JOHN LIN,
NATIONAL UNIVERSITY O/SINGAPORE, SINGAPORE YIN PING YANG, NATIONAL
UNIVERSITY O/SINGAPORE, SINGAPORE YINGQIN ZHONG, NATIONAL UNIVERSITY 0/
SINGAPORE, SINGAPORE COMPUTER-BASED SYSTEMS HAVE BEEN WIDELY APPLIED TO
SUPPORT GROUP-RELATED ACTIVITIES SUCH ASCOLLABORATIVE LEARNING AND
TRAINING. THE VARIOUS TERMS ACCORDED TO THIS RESEARCH STREAM INCLUDE
VIRTUAL TEAMS, E- COLLABORATION, COMPUTER-SUPPORTED COLLABORATIVE WORK,
DISTRIBUTED WORK, ELECTRONIC MEETINGS, AND SO FORTH. A NOTABLE AND
WELL-ACCEPTED ASPECT IN THE INFORMATION SYSTEM FIELD IS GROUP SUPPORT
SYSTEMS (GSS), THE FOCUS OF THIS CHPATER. THE NUMEROUS GSS STUDIES HAVE
REPORTED FINDINGS WHICH MAY NOT BE ALTOGETHER CONSISTENT. AN OVERALL
PICTURE IS MUCH IN WANT WHICH ATTENDS TO THE SYNTHESIZING OF THE
FINDINGS ACCUMULATED OVER DECADES. THIS CHAPTER PRESENTS A META-ANALYSIS
STUDY AIMED AT GAINING A GENERAL UNDERSTANDING OF GSS EFFECTS. WE
INVESTIGATE 6 IMPORTANT MODERATORS IN GSS EXPERIMENTAL RESEARCH: GROUP
OUTCOMES, NAMELY GROUP SIZE, TASK TYPE, ANONYMITY, TIME AND PROXIMITY,
LEVEL OFTECHNOLOGY, AND THE EXISTENCE OF FACILITATION. THE RESULTS POINT
TO IMPORTANT CONCLUSIONS ABOUT THE PHENOMENON OF INTEREST; IN
PARTICULAR, THEIR IMPLICATIONS VIS-A-VIS COMPUTER-SUPPORTED
COLLABORATIVE LEARNING TECHNOLOGIES AND USE ARE DISCUSSED AND
HIGHLIGHTED ALONG EACH DIMENSION OF THE STUDIED VARIABLES. SECTION II
DESIGN, MODELING, AND EVALUATION ISSUES CHAPTERVII KNOWLEDGE FLOW AND
LEARNING DESIGN MODELS TOWARDS LIFEWIDE E-LEARNING ENVIRONMENTS 110 ME.
PETTENATI, UNIVERSITY 0/ FLORENCE, ITALY ME. CIGOGNINI, UNIVERSITY 0/
FLORENCE, ITALY THIS CHAPTER CONSIDERS THE AFFORDANCES OF SOCIAL
NETWORKING THEORIES AND TOOLS IN BUILDING NEW AND EFFECTIVE E-IEARNING
PRACTICES. WE ARGUE THAT CONNECTIVISM (SOCIAL NETWORKING APPLIED TO
LEARNING AND KNOWLEDGE CONTEXTS) CAN LEAD TO A RE-CONCEPTUALIZATION OF
LEARNING IN WHICH FORMAL, NON-FORMAL, AND INFORMAL LEARNING CAN BE
INTEGRATED SO AS TO BUILD POTENTIALLY LIFELONG LEARNING ACTIVITIES WHICH
CAN BE EXPERIENCED IN PERSONALLEARNING ENVIRONMENTS . IN ORDER TO
PROVIDE A GUIDE FOR THE DESIGN, DEVELOPMENT, AND IMPROVEMENT OF
E-IEARNING ENVIRONMENTS, AS WEIL AS FOR THE RELATED LEARNING ACTIVITIES,
WE PROVIDE A KNOWLEDGE FLOW MODEL AND THE CONSEQUENT LEARNING DESIGN
MODEL, HIGHLIGHTING THE STAGES OFLEARNING, THE ENABLING CONDITIONS, AND
POSSIBLE TECHNOLOGICAL TOOLS TO BE USED FOR THE PURPOSE. IN THE
CONCLUSION TO THE CHAPTER, THE DERIVED MODEL IS APPLIED IN A POSSIBLE
SCENARIO OF FORMAL LEARNING IN ORDER TO SHOW HOW THE LEARNING PROCESS
CAN BE DESIGNED ACCORDING TO THE PRESENTED THEORY. CHAPTERVM AN
AGENT-BASED FRAMEWORK FOR PERSONALIZED E-LEARNING SERVICES 130 LARBI
ESMAHI, ATHABASCA UNIVERSITY, CANADA THIS PAPER PROVIDES AN OVERVIEW OF
PERSONALIZED E-IEARNING SERVICES AND RELATED TECHNOLOGY AND PRESENTS A
MULTI-AGENT SYSTEM FORDELIVERING ADAPTIVE E-LEARNING. WE DISCUSSED THE
MAIN ISSUES RELATED TO PERSONALIZATION IN E-IEARNING: TECHNOLOGY
ADVANCEMENT AND THE SHIFT IN PERCEPTION OFTHE LEARNING PROCESS, ONE SIZE
FITS ALL VERSUS PERSONALIZED SERVICES, AND THE ADAPTATION PROCESS. THE
PAPER PROVIDES ALSO AN OVERVIEW OF MOST KNOWN IMPLEMENTED SYSTEMS FOR
ADAPTIVE E-IEARNING, AS WEIL AS DETAILED DESCRIPTION OFTHE ARCHITECTURE
AND COMPONENTS OFTHE PROPOSED MULTI-AGENT FRAMEWORK. FINALLY, THE PAPER
CONCJUDES WITH SOME COMMENTS ABOUT THE DIMENSIONS TO CONSIDER FOR
IMPLEMENTING PERSONALIZATION .. CHAPTERIX SUPPORTING EVOLUTION OF
KNOWLEDGE ARTIFACTS IN WEB BASED LEARNING ENVIRONMENTS 142 DIMITRIS
KOTZINOS, INSTITUTE OJCOMPUTER SCIENCE, FORTH-ICS AND DEPARTMENT OJ
GEOMATICS AND SURVEYING, TEL OJ SERRES, GREECE GIORGOS FLOURIS,
INSTITUTE OJCOMPUTER SCIENCE, FORTH-ICS, GREECE YANNIS TZITZIKAS,
UNIVERSITY OJCRETE AND INSTITUTE OJCOMPUTER SCIENCE, FORTH-ICS, GREECE
DIMITRIS ANDREOU, INSTITUTE OJCOMPUTER SCIENCE, FORTH-ICS, GREECE
VASSILIS CHRISTOPHIDES, UNIVERSITY OJCRETE AND INSTITUTE OJCOMPUTER
SCIENCE, FORTH-ICS, GREECE THE DEVELOPMENT OF COLLABORATIVE E-IEARNING
ENVIRONMENTS THAT SUPPORT THE EVOLUTION OF SEMANTICALLY DESCRIBED
KNOWLEDGE ARTIFACTS IS ACHALLENGING TASK. IN THIS CHAPTER WE ELABORATE
ON USAGE SCENARIOS AND REQUIREMENTS FOR ENVIRONMENTS GROUNDED ON
LEARNING THEORIES THAT STRESS ON COLLABORATIVE KNOWLEDGE CREATION
ACTIVITIES. SUBSEQUENTLY, WE PRESENT A COMPREHENSIVE SUITE OF SERVICES,
COMPRISING AN EMERGING FRAMEWORK, CALLED SEMANTIC WEB KNOWLEDGE
MIDDLEWARE (SWKM), THAT ENABLES THE COLLABORATIVE EVOLUTION OFBOTH
DOMAIN ABSTRACTIONS AND CONCEPTUAJIZATIONS, AND DATA CJASSIFIED USING
THEM. THE SUITE INCLUDES ADVANCED SERVICES FOR ONTOLOGY CHANGE,
COMPARISON AND VERSIONING OVER A COMMON KNOWLEDGE REPOSITORY OFFERING
PERSISTENT STORAGE AND VALIDATION. CHAPTERX INTERFACE AND FEATURES FOR
AN AUTOMATIC C PROGRAM EVALUATION SYSTEM 168 AMIT KUMAR MANDAL, IIT
KHARAGPUR, INDIA CHITTARANJAN MANDAL, IIT KHARAGPUR, INDIA CHRIS READ,
KINGSTON UNIVERSITY, UK A SYSTEM FOR AUTOMATICALLY TESTING, EVALUATING,
GRADING, AND PROVIDING CRITICAL FEEDBACK FOR SUBMITTED C PROGRAMMING
ASSIGNMENTS HAS BEEN IMPLEMENTED. THE INTERFACE AND KEY FEATURES OFTHE
SYSTEM ARE DESCRIBED IN DETAIL ALONG WITH SOME EXAMPLES. THE SYSTEM
GIVES PROPER ATTENTION TOWARDS THE MONITORING OF A STUDENT S PROGRESS
AND PROVIDES COMPLETE AUTOMATION OFTHE EVALUATION PROCESS, WITH A
FINE-GRAINED ANALYSIS. IT ALSO PROVIDES ONLINE SUPPORT TO BOTH THE
INSTRUCTORS AND STUDENTS AND IS DESIGNED FOR SERVICE- ORIENTED
INTEGRATION WITH A COURSE MANAGEMENT SYSTEM USING WEB SERVICES.
CHAPTERXI EVALUATING COMPUTERIZED ADAPTIVE TESTING SYSTEMS 186
ANASTASIOS A. ECONOMIDES, UNIVERSITY 0/ MACEDONIA, GREECE CHRYSOSTOMOS
ROUPAS, UNIVERSITY 0/ MACEDONIA, GREECE MANY EDUCATIONAL ORGANIZATIONS
ARE TRYING TO REDUCE THE COST OF EXAMS, THE WORKLOAD, DELAY OF SCORING,
AND THE HUMAN ERRORS. ALSO, ORGANIZATIONS TRY TO INCREASE THE ACCURACY
AND EFFICIENCY OF THE TESTING. RECENTLY, MOST EXAMINATION ORGANIZATIONS
USE COMPUTERIZED ADAPTIVE TESTING (CAT) AS THE METHOD FOR LARGE SCALE
TESTING. THIS CHAPTER INVESTIGATES THE CURRENT STATE OFCAT SYSTEMS AND
IDENTIFIES THEIR STRENGTHS AND WEAKNESSES. IT EVALUATES 10 CAT SYSTEMS
USING AN EVALUATION FRAMEWORK OF 15 DOMAINS CATEGORIZED INTO 3
DIMENSIONS: EDUCATIONAL, TECHNICAL AND ECONOMICAL. THE RESULTS SHOW THAT
THE MAJORITY OF THE CAT SYSTEMS GIVE PRIORITY TO SECURITY, RELIABILITY,
AND MAINTAINABILITY. HOWEVER, THEY DO NOT OFFER TO THE EXAMINEE ANY
ADVANCED SUPPORT AND FUNCTIONALITIES. ALSO, THE FEEDBACK TO THE EXAMINEE
IS LIMITED AND THE PRESENTATION OF THE ITEMS IS POOR. RECOMMENDATIONS
ARE MADE IN ORDER TO ENHANCE THE OVERALL QUALITY OF A CAT SYSTEM. FOR
EXAMPLE, ALTERNATIVE MULTIMEDIA ITEMS SHOULD BE AVAILABLE SO THAT THE
EXAMINEE WOULD CHOOSE HIS PREFERRED MEDIA TYPE. FEEDBACK COULD BE
IMPROVED BY PROVIDING MORE INFORMATION TO THE EXAMINEE OR PROVIDING
INFORMATION ANYTIME THE EXAMINEE WISHED. CHAPTERXII TECHNOLOGY
INTEGRATION PRACTICES WITHIN A SOCIOECONOMIC CONTEXT: IMPLICATIONS FOR
EDUCATIONAL DISPARITIES AND TEACHER PREPARATION 203 HOLIM SONG, TEXAS
SOUTHEM UNIVERSITY, USA EMIEL OWENS, TEXAS SOUTHEM UNIVERSITY, USA TERRY
T. KIDD, UNIVERSITY O/TEXAS SCHOOL 0/ PUBLIC HEALTH, USA WITH THE CALL
FOR CURRICULAR AND INSTRUCTIONAL REFORM, EDUCATIONAL INSTITUTIONS HAVE
EMBARKED ON THE PROCESS TO REFORM THEIR EDUCATIONAL PRACTICES TO AID THE
LOWER SES STUDENT IN THEIR QUEST TO OBTAIN QUALITY EDUCATION WITH THE
INTEGRATION OF TECHNOLOGY. THE STUDY PERFORMED WAS TO EXAMINE THE
SOCIOECONOMIC DISPARITIES OFTEACHERS TECHNOLOGY INTEGRATION IN THE
C1ASSROOM AS IT RELATES TO IMPLEMENTING TECHNOLOGY INTERVENTIONS TO
SUPPORT QUALITY TEACHING AND ACTIVE STUDENT LEAMING. THIS CHAPTER
PROVIDES EMPIRICAL EVIDENCE OF WHETHER THESE DISPARITIES CONTINUE TO
EXIST, AND THEIR EFFECTS ON STUDENT ACHIEVEMENT IN THE CLASSROOM.
CHAPTER XIII UTILIZING WEB TOOLS FOR COMPUTER-MEDIATED COMMUNICATION TO
ENHANCE TEAM-BASED LEAMING 218 ELIZABETH AVERY GOMEZ, NEW JERSEY
INSTITUTE OFTEEHNOLOGY, USA DEZHI WU, SOUTHERN UTAH UNIVERSITY, USA
KATIA PASSERINI, NEW JERSEY INSTITUTE OFTEEHNOLOGY, USA MIEHAEL BIEBER,
NEW JERSEY INSTITUTE OF TEEHNOLOGY, USA TEAM-BASED LEARNING IS AN ACTIVE
LEARNING INSTRUCTIONAL STRATEGY USED IN THE TRADITIONAL FACE-TO-FACE
CLASSROOM. WEB-BASED COMPUTER-MEDIATED COMMUNICATION (CMC) TOOLS
COMPLEMENT THE FACE-TO-FACE CLASSROOM AND ENABLE ACTIVE LEAMING BETWEEN
FACE-TO- FACE CLASS TIMES. THIS PAPER PRESENTS THE RESULTS FROM PILOT
ASSESSMENTS OF COMPUTER-SUPPORTED TEAM-BASED LEAMING. THE AUTHORS
UTILIZED PEDAGOGICAL APPROACHES GROUNDED IN COLLABORATIVE LEARNING
TECHNIQUES, SUCH AS TEAM-BASED LEAMING, AND EXTENDED THESE TECHNIQUES TO
A WEB-BASED ENVIRONMENT THROUGH THE USE OF COMPUTER-MEDIATED
COMMUNICATIONS TOOLS (DISCUSSION WEB-BOARDS). THIS APPROACH WAS EXAMINED
THROUGH FIELD STUDIES IN THE COURSE OFTWO SEMESTERS AT A US PUBLIC
TECHNOLOGICAL UNIVERSITY. THE FINDINGS INDICATE THAT THE PERCEPTIONS OF
TEAM LEAMING EXPERIENCE SUCH AS PERCEIVED MOTIVATION, ENJOYMENT AND
LEAMING IN SUCH A WEB-BASED CMC ENVIRONMENT ARE HIGHERTHAN IN
TRADITIONAL FACE-TO-FACE COURSES. IN ADDITION, OUR RESULTS SHOW THAT
PERCEIVED TEAM MEMBERS CONTRIBUTIONS IMPACT INDIVIDUALLEAMING
EXPERIENCES. OVERALL, WEB-BASED CMC TOOLS ARE FOUND TO EFFECTIVELY
FACILITATE TEAM INTERACTIONS AND ACHIEVE HIGHER-LEVELLEARNING.
CHAPTERXIV ACCESSIBLE E-LEAMING: EQUAL PEDAGOGICAL OPPORTUNITIES FOR
STUDENTS WITH SENSORY LIMITATIONS 233 RAKESH BABU, UNIVERSITY OF NORTH
CAROLINA AT GREENSBORO, USA VISHAL MIDHA, UNIVERSITY OFNORTH CAROLINA AT
GREENSBORO, USA THE TRANSFORMATION OF THE WORLD INTO A HIGHLY
TECHNOLOGICAL PLACE HAS LED TO THE EVOLUTION OF LEAMING FROM THE
TRADITIONAL CLASSROOM TO E-LEAMING, USING TOOLS SUCH AS COURSE
MANAGEMENT SYSTEMS (CMS). BY ITS VERY NATURE, E-LEARNING OFFERS A RANGE
OF ADVANTAGES OVER TRADITIONAL PEDAGOGICAL METHODS, INCLUDING ISSUES OF
PHYSICAL ACCESS. IT IS PARTICULARLY USEFUL FOR PEOPLE WITH SENSORY
LIMITATIONS AS IT OFFERS A LEVEL PLAYING FIELD FOR THEM IN LEAMING. THIS
STUDY EXAMINES THE ACCESSIBILITY, USABILITY, AND RICHNESS OF CMS USED
FOR E-LEARNING IN INSTITUTIONS OFHIGHER EDUCATION. A MODEL IS PROPOSED
THAT UNDERSCORES THE INFLUENCE OF ACCESSIBILITY, USABILITY, AND RICHNESS
OF THE CMS, COUPLED WITH LEARNING MOTIVATION ON THE LEARNING SUCCESS AS
PERCEIVED BY STUDENTS WITH SENSORY LIMITATIONS. THE MODEL IS TESTED BY
SURVEYING UNIVERSITY STUDENTS WITH SENSORY LIMITATIONS ABOUT THEIR VIEWS
ON THE COURSE MANAGEMENT SYSTEM USED. THE RESULTS SUGGESTED THAT
ACCESSIBILITY AND USABILITY OF A CMS HAVE A POSITIVE INFLUENCE ON THE
LEARNING SUCCESS AS . PERCEIVED BY STUDENTS WITH SENSORY !IMITATIONS.
SEC:TIOO III TOOLS AOD APPLICATIOOS CHAPTERXV SUPPORTING ARGUMENTATIVE
COLLABORATION IN COMMUNITIES OF PRACTICE: THE COPE _ IT! APPROACH 245
NIKOS KARACAPI/IDIS, UNIVERSITY OF PATRAS AND RESEARCH ACADEMIC COMPUTER
TECHN%GY INSTITUTE, GREECE MANO/IS TZAGARAKIS, RESEARCH ACADEMIC
COMPUTER TECHN%GY INSTITUTE, GREECE PROVIDING THE NECESSARY MEANS TO
SUPPORT AND FOSTER ARGUMENTATIVE COLLABORATION IS ESSENTIAL FOR
COMMUNITIES OFPRACTICE TO ACHIEVE THEIR GOALS. HOWEVER, CURRENT TOOLS
ARE UNABLE TO COPE WITH THE EVOLVING STAGES OF THE COLLABORATION. THIS
IS PRIMARILY DUE TO THE INFLEXIBLE LEVEL OF FORMALITY THEY PROVIDE.
ARGUING THAT A VARYING LEVEL OFFORMALITY NEEDS TO BE OFFERED IN SYSTEMS
SUPPORTING ARGUMENTATIVE COLLABORATION, THIS CHAPTER PROPOSES AN
INCREMENTAL FORMALIZATION APPROACH THAT HAS BEEN ADOPTED IN THE
DEVELOPMENT OFCOPE_IT!, A WEB-BASED TOOL THAT COMPLIES WITH
COLLABORATIVE PRINCIPLES AND PRACTICES, AND PROVIDES MEMBERS OF
COMMUNITIES ENGAGED IN ARGUMENTATIVE DISCUSSIONS AND DECISION MAKING
PROCESSES WITH THE APPROPRIATE MEANS TO COLLABORATE TOWARDS THE SOLUTION
OF DIVERSE ISSUES. ACCORDING TO THE PROPOSED APPROACH, INCREMENTAL
FORMALIZATION CAN BE ACHIEVED THROUGH THE CONSIDERATION OF ALTERNATIVE
PROJECTIONS OF A COLLABORATIVE WORKSPACE. CHAPTERXVI PERSONALIZATION
SERVICES FOR DNLINE COLLABORATION AND LEAMING 258 CHRISTINA E.
EVANGE/OU, INFORMATICS AND TE/EMATICS INSTITUTE, GREECE MANO/IS
TZAGARAKIS, RESEARCH ACADEMIC COMPUTER TECHN%GY INSTITUTE, GREECE NIKOS
KAROUSOS, RESEARCH ACADEMIC COMPUTER TECHN%GY INSTITUTE, GREECE GEORGE
GKOTSIS, RESEARCH ACADEMIC COMPUTER TECHN%GY INSTITUTE, GREECE DORA
NOUSIA, RESEARCH ACADEMIC COMPUTER TECHN%GY INSTITUTE, GREECE
COLLABORATION TOOLS CAN BE EXPLOITED AS VIRTUAL SPACES THAT SATISFY THE
COMMUNITY MEMBERS NEEDS TO CONSTRUCT AND REFINE THEIR IDEAS, OPINIONS,
AND THOUGHTS IN MEANINGFUL WAYS, IN ORDER TO SUC-CESSFULLY ASSIST
INDIVIDUAL AND COMMUNITY LEAMING. MORE SPECIFICALLY, COLLABORATION TOOLS
WHEN PROPERLY PERSONALIZED CAN AID INDIVIDUALS TO ARTICULATE THEIR
PERSONAL STANDPOINTS IN SUCH A WAY THAT CAN BE PROVEN USEFUL FOR THE
REST OF THE COMMUNITY WHERE THEY BELONG. PERSONALIZATION SERVICES, WHEN
PROPERLY INTEGRATED TO COLLABORATION TOOLS, CAN BE AN AIDE TO THE
DEVELOPMENT OF LEAMING SKILLS, TO THE INTERACTION WITH OTHER ACTORS, AS
WEIL AS TO THE GROWTH OF THE LEAMERS AUTONOMY AND SELF-DIRECTION. THIS
WORK PRE-SENTS A FRAMEWORK OF PERSONALIZATION SERVICES THAT HAS BEEN
DEVELOPED TO ADDRESS THE REQUIREMENTS FOR EFFICIENT AND EFFECTIVE
COLLABORATION BETWEEN ONLINE COMMUNITIES MEMBERS THAT CAN ACT AS
CATALYSTS FOR INDIVIDUAL AND COMMUNITY LEARNING. CHAPTER XVII
COMPUTER-AIDED PERSONALISED SYSTEM OF INSTRUCTION FOR TEACHING
MATHEMATICS IN AN ONLINE LEARNING ENVIRONMENT ; 271 WIILEM-PAUL
BRINKMAN, DELFT UNIVERSITY OFTEEHNOLOGY, THE NETHERLANDS ANDREW RAE,
BRUNEL UNIVERSITY, UK YOGESH KUMAR DWIVEDI, SWANSEA UNIVERSITY, UK THIS
PAPER PRESENTS A CASE STUDY OF A UNIVERSITY S DISCRETE MATHEMATICS
COURSE WITH OVER 170 STUDENTS WHO HAD ACCESS TO AN ONLINE LEAMING
ENVIRONMENT (OLE) THAT INCLUDED A VARIETY OF ONLINE TOOLS, SUCH AS
VIDEOS, SELF-TESTS, DISCUSSION BOARDS, AND LECTURE NOTES. THE COURSE IS
BASED ON THE IDEAS OF THE PERSONALISED SYSTEM OF INSTRUCTION (PSI)
MODIFIED TO TAKE ADVANTAGE OF AN OLE. STUDENTS LEAMING IS INITIALLY
EXAMINED OVER APERIOD OF 2 YEARS, AND COMPARED WITH THAT IN A MORE
TRADITIONALLY TAUGHT PART OF THE COURSE. TO EXAMINE STUDENTS BEHAVIOUR,
LEAMING STRATEGIES, ATTITUDES, AND PERFORMANCE, BOTH QUALITATIVE AND
QUANTITATIVE TECHNIQUES, WERE USED AS A MIXED METHODOLOGY APPROACH,
INCLUDING IN-DEPTH INTERVIEWS (N=9), CONTROLLED LABORATORY OBSERVATIONS
(N=8), SURVEYS (N=243), DIARY STUDIES (N=10), CLASSROOM OBSERVATIONS,
RECORDING ONLINE USAGE BEHAVIOUR, AND LEARNING ASSESSMENTS. IN ADDITION,
STUDENTS ATTITUDE AND PERFORMANCE IN 2 CONSECUTIVE YEARS WHERE PSI WAS
APPLIED TO THE ENTIRE COURSE PROVIDES FURTHER UNDERSTANDING THAT IS
AGAIN IN FAVOUR OF PSI IN THE CONTEXT OF OLE. THIS CHAPTER AIMS TO
INCREASE UNDERSTANDING OF WHETHER PSI, SUPPORTED BY AN OLE, COULD
ENHANCE STUDENT APPRECIATION AND ACHIEVEMENT AS FINDINGS SUGGEST.
CHAPTER XVIII SOCIAL SOFTWARE FOR SUSTAINING INTERACTION, COLLABORATION,
AND LEAMING IN COMMUNITIES OF PRACTICE 300 SANDY EL HELOU, EEOLE
POLYTECHNIQUE FEDERALE DE LAUSANNE (EPFL), SWITZERLAND DENIS GIILET,
EEOLE POLYTEEHNIQUE FEDERALE DE LAUSANNE (EPFL), SWITZERLAND CHRISTOPHE
SALZMANN, EEOLE POLYTEEHNIQUE FEDERALE DE LAUSANNE (EPFL), SWITZERLAND
YASSIN REKIK, EEOLE POLYTEEHNIQUE FEDERALE DE LAUSANNE (EPFL),
SWITZERLAND THE ECOLE POLYTECHNIQUE FEDERALE DE LAUSANNE IS DEVELOPING A
WEB 2.0 SOCIAL SOFTWARE CALLED ELOGBOOK AND DESIGNED FOR SUSTAINING
INTERACTION, COLLABORATION, AND LEAMING IN ONLINE COMMUNITIES. THIS
CHAPTER DESCRIBES THE 3A MODEL ON WHICH ELOGBOOK IS BASED AS WEIL AS THE
MAIN SERVICES THAT THE LATTER PROVIDES. THE PROPOSED SOCIAL SOFTWARE HAS
SEVERAL INNOVATIVE FEATURES THAT DISTINGUISH IT FROM OTHER C1ASSICAL
ONLINE COLLABORATION SOLUTIONS. IT OFFERS A HIGH-LEVEL OFFLEXIBILITY AND
ADAPTABILITY SO THAT IT CAN FULFILL THE REQUIREMENTS OFVARIOUS
COMMUNITIES OFPRACTICE. LT ALSO PROVIDES COMMUNITY MEMBERS WITH
UBIQUITOUS ACCESS AND AWARENESS THROUGH ITS DIFFERENT INTERFACES.
FINALLY, ELOGBOOK STRENGTHENS USABILITY AND ACCEPTABILITY THANKS TO ITS
PERSONALIZATION AND CONTEXTUALIZATION MECHANISMS. CBAPTERXIX MULTIMEDIA
AUTHORING FOR COMMUNITIES OFTEACHERS 317 AGNES GUERRAZ, INRIA
RHONE-A/PES, FRANCE CECI/E ROISIN, INRIA RHONE-A/PES, FRANCE JAN MIME,
INRIA RHONE-A/PES, FRANCE ROMAIN DE/TOUR, INRIA RHONE-A/PES, FRANCE ONE
WAY OF PROVIDING TECHNOLOGICAL SUPPORT FOR COMMUNITIES OF TEACHERS IS TO
HELP PARTICIPANTS TO PRODUCE, STRUCTURE AND SHARE INFORMATION. AS THIS
INFORMATION BECOMES MORE AND MORE MULTIMEDIA IN NATURE, THE CHAHENGE IS
TO BUILD MULTIMEDIA AUTHORING AND PUBLISHING TOOLS THAT MEETS
REQUIREMENTS OF THE COMMUNITY. IN THIS PAPER WE ANALYZE THESE
REQUIREMENTS AND PROPOSE A MULTIMEDIA AUTHORING MODEL AND A GENERIC
PLATFORM ON WH ICH SPECIFIC COMMUNITY-ORIENTED AUTHORING TOOLS CAN BE
REALIZED. THE MAIN IDEA IS TO PROVIDE TEMPLATE-BASED AUTHORING TOOLS
WHILE KEEPING RICH COMPOSITION CAPABILITIES AND SMOOTH ADAPTABILITY. IT
IS BASED ON A COMPONENT-ORIENTED APPROACH INTEGRATING HOMOGENEOUSLY
LOGICAL, TIME AND SPATIAL STRUCTURES. TEMPLATES ARE DEFINED AS
CONSTRAINTS ON THESE STRUCTURES. COMPILATION OF REFERENCES 334 ABOUT TBE
CONTRIBUTORS 367 INDEX 375
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| spelling | Solutions and innovations in Web-based technologies for augmented learning improved platforms, tools, and applications Nikos Karacapilidis, [editor] Hershey, PA [u.a.] Information Science Reference 2009 xxiii, 377 p. ill. 29 cm txt rdacontent n rdamedia nc rdacarrier Premier reference source "This book covers a wide range of the most current research in the development of innovative web-based learning solutions, specifically facilitating and augmenting learning in diverse contemporary organizational settings"--Provided by publisher. Erziehung Education Computer network resources Internet in education Organizational learning Computer-assisted instruction Distance education Computerunterstützter Unterricht (DE-588)4070087-2 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content Computerunterstützter Unterricht (DE-588)4070087-2 s DE-604 Karacapilidis, Nikos Sonstige oth Erscheint auch als Online-Ausgabe 978-1-60566-239-8 Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=017387466&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Solutions and innovations in Web-based technologies for augmented learning improved platforms, tools, and applications Erziehung Education Computer network resources Internet in education Organizational learning Computer-assisted instruction Distance education Computerunterstützter Unterricht (DE-588)4070087-2 gnd |
| subject_GND | (DE-588)4070087-2 (DE-588)4143413-4 |
| title | Solutions and innovations in Web-based technologies for augmented learning improved platforms, tools, and applications |
| title_auth | Solutions and innovations in Web-based technologies for augmented learning improved platforms, tools, and applications |
| title_exact_search | Solutions and innovations in Web-based technologies for augmented learning improved platforms, tools, and applications |
| title_full | Solutions and innovations in Web-based technologies for augmented learning improved platforms, tools, and applications Nikos Karacapilidis, [editor] |
| title_fullStr | Solutions and innovations in Web-based technologies for augmented learning improved platforms, tools, and applications Nikos Karacapilidis, [editor] |
| title_full_unstemmed | Solutions and innovations in Web-based technologies for augmented learning improved platforms, tools, and applications Nikos Karacapilidis, [editor] |
| title_short | Solutions and innovations in Web-based technologies for augmented learning |
| title_sort | solutions and innovations in web based technologies for augmented learning improved platforms tools and applications |
| title_sub | improved platforms, tools, and applications |
| topic | Erziehung Education Computer network resources Internet in education Organizational learning Computer-assisted instruction Distance education Computerunterstützter Unterricht (DE-588)4070087-2 gnd |
| topic_facet | Erziehung Education Computer network resources Internet in education Organizational learning Computer-assisted instruction Distance education Computerunterstützter Unterricht Aufsatzsammlung |
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