Technologies shaping instruction and distance education: new studies and utilizations
"This book covers the use of technology and the development of tools to support content exchange, delivery, collaboration and pedagogy used in distance education delivery"--Provided by publisher.
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Hershey [u.a.]
Information Science Reference
2010
|
| Schriftenreihe: | Premier reference source
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Zusammenfassung: | "This book covers the use of technology and the development of tools to support content exchange, delivery, collaboration and pedagogy used in distance education delivery"--Provided by publisher. |
| Beschreibung: | XXXI, 349 S. Ill., graph. Darst. |
| ISBN: | 9781605669342 |
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| 650 | 4 | |a Erziehung | |
| 650 | 4 | |a Distance education |x Computer-assisted instruction | |
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Datensatz im Suchindex
| _version_ | 1804141122200535040 |
|---|---|
| adam_text | TABLE OF CONTENTS PREFACE XVI I I CHAPTER 1 A SEMANTICS-BASED
INFORMATION DISTRIBUTION FRAMEWORK FOR LARGE WEB-BASED COURSE FORUM
SYSTELTI I HUNG CHIM, CITY UNIVERSITY OF HONG KONG, HONG KONG XIAOTIE
DENG, CITY UNIVERSITY OF HONG KONG, HONG KONG CHAPTER2 TOWARD
DEVELOPMENT OF DISTANCE LEARNING ENVIRONMENT IN THE GRID 20 KUAN-CHING
LI, PROVIDENCE UNIVERSITY, TAIWAN YIN-TE TSAI, PROVIDENCE UNIVERSITY,
TAIWAN CHUAN-KO TSAI, PROVIDENCE UNIVERSITY, TAIWAN CHAPTER3 APPLYING
SEMANTIC AGENTS TO MESSAGE COMMUNICATION IN E-LEARNING ENVIRONMENT 32
YING-HONG WANG, TAMKANG UNIVERSITY, TAIWAN CHIH-HAO LIN, ASIA
UNIVERSITY, TAIWAN CHAPTER4 A COMPUTER-ASSISTED APPROACH TO CONDUCTING
COOPERATIVE LEARNING PROCESS 50 PEI-JIN TSAI, NATIONAL CHIAO TUNG
UNIVERSITY, TAIWAN GWO-JEN HWANG, NATIONAL UNIVERSITY OFTAINAN, TAIWAN
JUDY CR. TSENG, CHUNG-HUA UNIVERSITY IN HSINCHU, TAIWAN GWO-HAUR HWANG,
LING TUNG UNIVERSITY, TAIWAN CHAPTER 5 COLLABORATIVE E-LEARNING USING
SEMANTIC COURSE BLOG 67 LAI-CHEN LU, TATUNG UNIVERSITY, TAIWAN
CHING-LONG YEH, TATUNG UNIVERSITY, TAIWAN CHAPTER6 A VIRTUAL LABORATORY
ON NATURAL COMPUTING: A LEARNING EXPERIMENT 77 LEANDRO NUNES DE CASTRO,
CATHOLIC UNIVERSITY 0/ SANTOS, BRAZIL YUPANQUI JULHO MUIIOZ, CATHOLIC
UNIVERSITY 0/ SANTOS, BRAZIL LEANDRO RUBIM DE FREITAS, CATHOLIC
UNIVERSITY 0/ SANTOS, BRAZIL CHARBEL NIIIO EI-HANI, FEDERAL UNIVERSITY
0/ BAHIA, BRAZIL CHAPTER 7 ONLINE LEARNING OF ELECTRICAL CIRCUITS
THROUGH A VIRTUAL LABORATORY 94 J.A. GOMEZ- TEJEDOR, POLYTECHNIC
UNIVERSITY 0/ VALENCIA, SPAIN G. MOLTO, POLYTECHNIC UNIVERSITY 0/
VALENCIA, SPAIN CHAPTER 8 A CASE STUDY ON SCAFFOLDING ADAPTIVE FEEDBACK
WITHIN VIRTUAL LEARNING ENVIRONMENTS 108 MEHDI NAJJAR, INTERDISCIPLINARY
RESEARCH CENTER ON EMERGING TECHNOLOGIES, UNIVERSITY 0/ MONTREAL, CANADA
CHAPTER 9 MULTIPOINT MULTIMEDIA CONFERENCING SYSTEM FOR EFFICIENT AND
EFFECTIVE REMOTE COLLABORATION ..... 126 NORITAKA OSAWA, CHIBA
UNIVERSITY, JAPAN KIKUO ASAI, THE OPEN UNIVERSITY 0/ JAPAN, JAPAN
CHAPTER 10 ENHANCED SPEECH-ENABLED TOOLS FOR INTELLIGENT AND MOBILE
E-LEAMING APPLICATIONS 147 S- A. SELOUANI, UNIVERSITE DE MONCTON, CANADA
T-H LE. UNIVERSITE DE MONCTON, CANADA Y. BENAHMED, UNIVERSITE DE
MONCTON, CANADA D. 0 SHAUGHNESY, INSTITUT NATIONAL DE RECHERCHE
SCIENTIFIQUE-ENERGIE-MATERIAUX- TELECOMMUNICATIONS, CANADA CHAPTER 11
WEBCAP: WEB SCHEDULER FOR DISTANCE LEAMING MULTIMEDIA DOCUMENTS WITH WEB
WORKLOAD CONSIDERATIONS 166 SAMI HABIB, KUWAIT UNIVERSITY, KUWAIT
MAYTHAM SA/AR, KUWAIT UNIVERSITY, KUWAIT CHAPTER 12 QUASI-FACIAL
COMMUNICATION FOR ONLINE LEAMING USING 3D MODELING TECHNIQUES 181 YUSHUN
WANG, ZHEJIANG UNIVERSITY, CHINA YUETING ZHUANG, ZHEJIANG UNIVERSITY,
CHINA CHAPTER 13 ENHANCING SKILLS OF APPLICATION SOFTWARE VIA
WEB-ENABLED PROBLEM-BASED LEARNING AND SELF-REGULATED LEARNING: AN
EXPLORATORY STUDY 192 PEI-DI SHEN, MING CHUAN UNIVERSITY, TAIWAN
TSANG-HSIUNG LEE, NATIONAL CHENGCHI UNIVERSITY, TAIWAN CHIA-WEN TSAI,
MING CHUAN UNIVERSITY, TAIWAN CHAPTER 14 CONSTRUCTIVIST LEARNING THROUGH
COMPUTER GAMING 207 MORRIS S. Y.JONG, CENTRE FOR THE ADVANCEMENT OF
INFORMATION TECHNOLOGY IN EDUCATION, THE CHINESE UNIVERSITY OF HONG
KONG, HONG KONG JUNJIE SHANG, GRADUATE SCHOOL OF EDUCATION, PEKING
UNIVERSITY, BEIJING, CHINA FONG-LOK LEE, CENTRE FOR THE ADVANCEMENT OF
INFORMATION TECHNOLOGY IN EDUCATION, THE CHINESE UNIVERSITY OF HONG
KONG, HONG KONG JIMMY H M LEE, CENTRE FOR THE ADVANCEMENT OF INFORMATION
TECHNOLOGY IN EDUCATION, THE CHINESE UNIVERSITY OF HONG KONG, HONG KONG
CHAPTER 15 STIMULATING LEARNERS MOTIVATION IN A WEB-BASED E-LEARNING
SYSTEM 223 KEITA MATSUO, FUKUOKA INSTITUTE OFTECHNOLOGY, JAPAN LEONARD
RAROL/I, FUKUOKA INSTITUTE OF TECHNOLOGY, JAPAN FATOS XHAFA, POLYTECHNIC
UNIVERSITY OFCATALONIA, SPAIN AKIO KOYAMA, YAMAGATA UNIVERSITY, JAPAN
ARJAN DURRESI, INDIANA UNIVERSITY PURDUE UNIVERSITY AT INDIANAPOLIS, USA
CHAPTER 16 USING A USER-INTERACTIVE QA SYSTEM FOR PERSONALIZED
E-LEARNING 239 DAWEI HU, UNIVERSITY OFSCIENCE AND TECHNOLOGY OFCHINA,
CHINA WEI CHEN, CITY UNIVERSITY OFHONG KONG, CHINA QINGTIAN ZENG,
SHANDONG UNIVERSITY OFSCIENCE AND TECHNOLOGY, CHINA TIANYONG HAO, CITY
UNIVERSITY OF HONG KONG, CHINA FENG MIN, CITY UNIVERSITY OF HONG KONG,
CHINA LIU WENYIN, CITY UNIVERSITY OF HONG KONG, CHINA CHAPTER 17
DISTANCE-LEARNING FOR ADVANCED MILITARY EDUCATION: USING WARGAME
SIMULATION COURSE AS AN EXALNPLE 258 HUAN-CHAO KEH, TAMKANG UNIVERSITY,
TAIWAN KUEI-MIN WANG, SHIH CHIEN UNIVERSITY, TAIWAN SHU-SHEN WAI,
TAMKANG UNIVERSITY, TAIWAN JIUNG-YAO HUANG, NATIONAL TAIPEI UNIVERSITY,
TAIWAN LIN HUI, TAMKANG UNIVERSITY, TAIWAN JI-JEN WU, TAMKANG
UNIVERSITY, TAIWAN CHAPTER 18 VIRTUAL ON-LINE CLASSROOM FOR MOBILE
E-LEARNING OVER NEXT GENERATION LEARNING ENVIRONMENT .. 268 TIN-YU WU.
TAMKANG UNIVERSITY. TAIPEI. TAIWAN. ROC CHAPTER 19 A METHODOLOGY FOR
DEVELOPING LEAMING OBJECTS FOR WEB COURSE DELIVERY 280 KAREN STAUFFER,
ATHABASCA UNIVERSITY. CANADA FUHUA LIN, ATHABASCA UNIVERSITY. CANADA
MARGUERITE KOOLE, ATHABASCA UNIVERSITY, CANADA CHAPTER20 A CHINESE
INTERACTIVE FEEDBACK SYSTEM FOR A VIRTUAL CAMPUS 290 JUI-FA CHEN,
TAMKANG UNIVERSITY, TAIWAN WEI-CHUAN LIN, TAK MING COLLEGE. TAIWAN
CHIH-YU JIAN. TAMKANG UNIVERSITY. TAIWAN CHING-CHUNG HUNG, TAMKANG
UNIVERSITY, TAIWAN COMPILATION OF REFERENCES 317 ABOUT THE CONTRIBUTORS
340 INDEX 346 DETAILED TABLE OF CONTENTS PREFACE XVII I CHAPTER 1 A
SEMANTICS-BASED INFORMATION DISTRIBUTION FRAMEWORK FOR LARGE WEB-BASED
COURSE FORUM SYSTEM I HUNG CHIM, CITY UNIVERSITY 0/ HONG KONG, HONG KONG
XIAOTIE DENG, CITY UNIVERSITY 0/ HONG KONG, HONG KONG THE AUTHORS OF
THIS CHAPTER PROPOSE A NOVEL DATA DISTRIBUTION FRAMEWORK FOR DEVELOPING
A LARGE WEB- BASED COURSE FORUM SYSTEM. IN THE DISTRIBUTED ARCHITECTURAL
DESIGN, EACH FORUM SERVER IS FULLY EQUIPPED WITH THE ABILITY TO SUPPORT
SOME COURSE FORUMS INDEPENDENTLY. THE FORUM SERVERS COLLABORATING WITH
EACH OTHER CONSTITUTE THE WHOLE FORUM SYSTEM. THEREFORE, THE WORKLOAD OF
THE COURSE FORUMS CAN BE SHARED BY A GROUP OFTHE SERVERS. WITH THE
SECURE GROUP COMMUNICATION PROTOCOL AND FAULT TOLERANCE DESIGN, THE NEW
DISTRIBUTION FRAMEWORK PROVIDES A ROBUST AND SCALABLE DISTRIBUTED
ARCHITECTURE FOR THE LARGE COURSE FORUM SYSTEM. THE FORUM SERVERS CAN BE
SETTLED IN ANYWHERE AS IONG AS A BROADBAND NETWORK CONNECTION TO
INTERNET IS PROVIDED. THE EXPERIMENTAL PERFORMANCE TESTING RESULTS SHOW
THAT THE LARGE FORUM SYSTEM IS A HIGH PERFORMANCE DISTRIBUTED SYSTEM
WITH VERY LOW COMMUNICATION OVERHEAD COST. IN ADDITION, ALL COURSE
FORUMS ARE C1ASSIFIED BY THEIR TEACHING CONTENT RELEVANCE. RELEVANT
COURSE FORUMS CAN BE ARRANGED ON THE SAME FORUM SERVER TOGETHER. HENCE
THIS DISTRIBUTION FRAMEWORK ALSO PROVIDES A KNOWLEDGE-BASED TAXONOMIC
STORAGE SOLUTION TO BUILD A LARGE DIGITAL COURSE TEACHING MATERIAL
LIBRARY. CHAPTER2 TOWARD DEVELOPMENT OF DISTANCE LEARNING ENVIRONMENT IN
THE GRID 20 KUAN-CHING LI, PROVIDENCE UNIVERSITY, TAIWAN YIN-TE TSAI,
PROVIDENCE UNIVERSITY, TAIWAN CHUAN-KO TSAI, PROVIDENCE UNIVERSITY,
TAIWAN IN RECENT YEARS, WITH THE RAPID DEVELOPMENT OF COMMUNICATION AND
NETWORK TECHNOLOGIES, DISTANCE LEARNING HAS BEEN POPULARIZED AND IT
BECAME ONE OFTHE MOST WELL-KNOWN TEACHING METHODS, DUE TO ITS
PRACTICABIL- ITY. OVER THE INTERNET, LEARNERS ARE FREE TO ACCESS NEW
KNOWLEDGE WITHOUT RESTRICTIONS ON TIME OR LOCATION. HOWEVER, CURRENT
DISTANCE LEARNING SYSTEMS STILL PRESENT RESTRICTIONS, SUCH AS SUPPORT TO
INTERCONNECTION OF LEARNING SYSTEMS AVAILABLE IN SCALABLE, OPEN,
DYNAMIC, AND HETEROGENEOUS ENVIRONMENTS. THIS CHAP- TER INTRODUCES A
DISTANCE LEARNING PLATFORM BASED ON GRID TECHNOLOGY TO SUPPORT LEARNING
IN DISTRIBUTED ENVIRONMENTS, WHERE OPEN SOURCE AND FREELY AVAILABLE
LEARNING SYSTEMS CAN SHARE AND EXCHANGE THEIR LEARNING AND TRAINING
CONTENTS. THE AUTHORS HAVE ENVISIONED SUCH DISTANCE LEARNING PLATFORM IN
HETERO- GENEOUS ENVIRONMENT USING GRID TECHNOLOGY. A PROTOTYPE IS
DESIGNED AND IMPLEMENTED, TO DEMONSTRATE ITS EFFECTIVENESS AND FRIENDLY
INTERACTION BETWEEN LEARNER AND LEARNER RESOURCES USED. CHAPTER3
APPLYING SEMANTIC AGENTS TO MESSAGE COMMUNICATION IN E-LEARNING
ENVIRONMENT 32 YING-HONG WANG, TAMKANG UNIVERSITY, TAIWAN CHIH-HAO LIN,
ASIA UNIVERSITY, TAIWAN A TRADITIONAL DISTANCE LEARNING SYSTEM REQUIRES
SUPERVISORS OR TEACHERS ALWAYS AVAILABLE ON ONLINE TO FACILITATE AND
MONITOR A LEARNER S PROGRESS BY ANSWERING QUESTIONS AND GUIDING USERS.
THIS CHAPTER PRES- ENTS AN ENGLISH CHAT ROOM SYSTEM IN WHICH STUDENTS
DISCUSS COURSE CONTENTS AND ASK QUESTIONS TO AND RECEIVE FROM TEACHERS
AND OTHER STUDENTS. THE MECHANISM CONTAINS AN AGENT THAT DETECTS SYNTAX
ERRORS IN SENTENCES WRITTEN BY THE ONLINE THE USER AND ALSO CHECKS THE
SEMANTICS OF A SENTENCE. THE AGENT CAN THUS OFFER RECOMMENDATIONS TO THE
USER AND, THEN, ANALYZE THE DATA OFTHE LEARNER CORPUS. WHEN USERS QUERY
THE SYSTEM, THIS SYSTEM WILL ATTEMPT TO FIND THE ANSWERS FROM THE
KNOWLEDGE ONTOLOGY THAT IS STORED IN THE RECORDS OF PREVIOUS USER
COMMENTS. WITH THE AVAILABILITY OF AUTOMATIC SUPERVISORS, MESSAGES CAN
BE MONITORED AND SYNTAX OR SEMANTIC MISTAKES CAN BE CORRECTED TO RESOLVE
LEARNER-RELATED PROBLEMS. CHAPTER 4 A COMPUTER-ASSISTED APPROACH TO
CONDUCTING COOPERATIVE LEARNING PROCESS 50 PEI-JIN TSAI, NATIONAL CHIAO
TUNG UNIVERSITY, TAIWAN GWO-JEN HWANG, NATIONAL UNIVERSITY OFTAINAN,
TAIWAN JUDY CR. TSENG, CHUNG-HUA UNIVERSITY IN HSINCHU, TAIWAN GWO-HAUR
HWANG, LING TUNG UNIVERSITY, TAIWAN COOPERATIVE LEARNING HAS BEEN PROVEN
TO BE HELPFUL IN ENHANCING THE LEARNING PERFORMANCE OF STUDENTS. THE
GOAL OF A COOPERATIVE LEARNING GROUP IS TO MAXIMIZE ALL MEMBERS
LEARNING, WHICH IS ACCOMPLISHED VIA PROMOTING EACH OTHER S SUCCESS,
THROUGH ASSISTING, SHARING, MENTORING, EXPLAINING, AND ENCOURAGEMENT. TO
ACHIEVE THE GOAL OF COOPERATIVE LEARNING, IT IS VERY IMPORTANT TO
ORGANIZE WELL-STRUCTURED COOPERATIVE LEARNING GROUPS, IN WHICH ALL GROUP
MEMBERS HAVE THE ABILITY TO HELP EACH OTHER DURING THE LEARNING PROCESS.
IN THIS CHAPTER, A CONCEPT-BASED APPROACH IS PROPOSED TO ORGANIZE
COOPERATIVE LEARNING GROUPS, SUCH THAT, FOR A GIVEN COURSE EACH CONCEPT
IS PRECISELY UNDERSTOOD BY AT LEAST ONE OFTHE STUDENTS IN EACH GROUP. AN
EXPERIMENT ON A COMPUTER SCIENCE COURSE HAS BEEN CONDUCTED IN ORDER TO
EVALUATE THE EFFICACY OF THIS NEW APPROACH. FROM THE EXPERIMENTAL
RESULTS, THE AUTHORS CONCLUDE THAT THE NOVEL APPROACH IS HELPFUL IN
ENHANCING STUDENT LEARNING EFFICACY. CHAPTER 5 COLLABORATIVE E-LEARNING
USING SEMANTIC COURSE BLOG 67 LAI-CHEN LU, TATUNG UNIVERSITY, TAIWAN
CHING-LONG YEH, TATUNG UNIVERSITY, TAIWAN COLLABORATIVE E-IEARNING
DELIVERS MANY ENHANCEMENTS TO E-LEARNING TECHNOLOGY; IT ENABLES STUDENTS
TO COLLABORATE WITH EACH OTHER AND IMPROVES THEIR LEARNING EFFICIENCY.
SEMANTIC BLOG COMBINES SEMANTIC WEB AND BLOG TECHNOLOGY THAT USERS CAN
IMPORT, EXPORT, VIEW, NAVIGATE, AND QUERY THE BLOG. THE AUTHORS OFTHIS
CHAPTER DEVELOPED A SEMANTIC COURSE BLOG FOR COLLABORATIVE E-IEARNING.
USING THIS SEMANTIC COURSE BLOG, INSTRUCTORS CAN IMPORT THE LECTURE
COURSE. STUDENTS CAN TEAM UP FOR PROJECTS, ASK QUESTIONS, MUTUALLY
DISCUSS PROBLEMS, TAKE THE COMMENTS, SUPPORT ANSWERS, AND QUERY THE BLOG
INFORMATION. THIS SEMANTIC COURSE BLOG PROVIDED A PLATFORM FOR
COLLABORATIVE E-IEARNING FRAMEWORK. THIS CHAPTER DESCRIBED SOME
COLLABORATIVE E-IEARNING AND SEMANTIC BLOG TECHNOLOGY, AND THEN
INTRODUCED FUNCTIONS, IMPLEMENTATION AND HOW COLLABORATIVE E-IEARNING
APPEARS IN SEMANTIC COURSE BLOG. CHAPTER 6 A YIRTUAL LABORATORY ON
NATURAL COMPUTING: A LEARNING EXPERIMENT 77 LEANDRO NUNES DE CASTRO,
CATHOLIC UNIVERSITY O/SANTOS, BRAZIL YUPANQUI JULHO MUI IOZ, CATHOLIC
UNIVERSITY O/SANTOS, BRAZIL LEANDRO RUBIM DE FREILAS, CATHOLIC
UNIVERSITY O/SANTOS, BRAZIL CHARBEL NII IO EL-HANI. FEDERAL UNIVERSITY
0/ BAHIA, BRAZIL NATURAL COMPUTING IS A TERMINOLOGY USED TO DESCRIBE
COMPUTATIONAL ALGORITHMS DEVELOPED BY TAKING IN- SPIRATION FROM
INFORMATION PROCESSING MECHANISMS IN NATURE, METHODS TO SYNTHESIZE
NATURAL PHENOMENA IN COMPUTERS, AND NOVEL COMPUTATIONAL APPROACH ES
BASED ON NATURAL MATERIALS. THE VIRTUAL LABORATORY ON NATURAL COMPUTING
(LYCON) IS A WEB ENVIRONMENT TO SUPPORT THE TEACHING AND LEARNING OF
NATURAL COMPUTING, AND WHOSE GOAL IS TO PROVIDE DIDACTIC CONTENTS ABOUT
THE MAIN THEMES IN NATURAL COMPUTING, IN ADDITION TO INTERACTIVE
SIMULATIONS, VIDEOS, EXERCISES, LINKS FOR RELATED SITES, FORUM, AND
OTHER MATERIALS. THIS CHAPTER DESCRIBES AN EXPERIMENT WITH LYCON DU RING
A SCHOOL OFCOMPUTING IN BRAZIL. THE RESULTS ARE PRESENTED IN FOUR PARTS:
SELF-EVALUATION, EVALUATION OF LYCON, EVALUATION OFTHE SIMULATIONS (AP-
PLETS), AND INTERVIEWS. THE RESULTS ALLOWED THE AUTHORS TO POSITIVELY
EVALUATE THE STRUCTURE AND CONTENTS OF LYCON, IN THE SENSE THAT MOST
STUDENTS WERE SATISFIED WITH THE ENVIRONMENT. BESIDES, MOST STUDENTS
LIKED THE EXPERIENCE OF WORKING WITH A VIRTUAL LABORATORY, AND
CONSIDERED A HYBRID TEACHING APPROACH; THAT IS, ONE MIXING LECTURES WITH
VIRTUAL LEARNING, VERY APPROPRIATE AND PRODUCTIVE. CHAPTER 7 ONLINE
LEARNING OF ELECTRICAL CIRCUITS THROUGH A YIRTUAL LABORATORY 94 J.A.
G6MEZ- TEJEDOR, POLYTECHNIC UNIVERSITY 0/ VALENCIA, SPAIN G. MOLT6,
POLYTECHNIC UNIVERSITY 0/ VALENCIA, SPAIN THIS WORK DESCRIBES A
JAVA-BASED VIRTUAL LABORATORY ACCESSIBLE VIA THE INTERNET BY MEANS OF A
WEB BROWSER. THIS REMOTE LABORATORY ENABLES THE STUDENTS TO BUILD BOTH
DIRECT AND ALTERNATING CURRENT CIRCUITS. THE PROGRAM INCLUDES A
GRAPHICAL USER INTERFACE WHICH RESEMBLES THE CONNECTION BOARD, AND ALSO
THE ELECTRICAL COMPONENTS AND TOOLS THAT ARE USED IN AREAL LABORATORY TO
BUILD ELECTRICAL CIRCUITS. EMPHASIS HAS BEEN PLACED ON DESIGNING ACCESS
PATTERNS TO THE VIRTUAL TOOLS AS IF THEY WERE REAL ONES. THE VIRTUAL
LABORATORY DEVELOPED IN THIS STUDY ALLOWS THE LECTURER TO ADAPT THE
BEHAVIOUR AND THE PRINCIPALLAYOUT OF THE DIFFERENT PRACTICAL SESSIONS
DURING A COURSE. THIS FLEXIBILITY ENABLES THE TOOL TO GUIDE THE STUDENT
DURING EACH PRACTICAL LESSON, THUS ENHANCING SELF-MOTIVATION. THIS STUDY
IS AN APPLICATION OF NEW TECHNOLOGIES FOR ACTIVE LEARNING METHODOLOGIES,
IN ORDER TO INCREASE BOTH THE SELF-IEARNING AND COMPREHENSION OFTHE
STUDENTS. THIS VIRTUALLABORATORY IS CURRENTLY ACCESSIBLE AT THE
FOLLOWING URL: HTTP://PERSONALES.UPV.ES/ JOGOMEZ/LABVIR/ (IN SPANISH).
CHAPTER8 A CASE STUDY ON SCAFFOLDING ADAPTIVE FEEDBACK WITHIN VIRTUAL
LEARNING ENVIRONMENTS 108 MEHDI NAJJAR, INTERDISCIPLINARY RESEARCH
CENTER ON EMERGING TECHNOLOGIES. UNIVERSITY 0/ MONTREAL, CANADA THIS
CHAPTER PROPOSES A KNOWLEDGE REPRESENTATION MODEL WH ICH JUDICIOUSLY
SERVES THE REMEDIATION PROCESS TO STUDENTS ERRORS DURING LEARNING
ACTIVITIES VIA A VIRTUAL LABORATORY. THE CHAPTER ALSO PRESENTS A DOMAIN
KNOWLEDGE GENERATOR AUTHORING TOOL WHICH ATTEMPTS TO OFFER A
USER-FRIENDLY ENVIRONMENT THAT ALLOWS MODELLING GRAPHICALLY ANY
SUBJECT-MATTER DOMAIN KNOWLEDGE ACCORDING TO THE PROPOSED KNOWL- EDGE
REPRESENTATION AND REMEDIATION APPROACH. THE MODEL IS INSPIRED BY
ARTIFICIAL INTELLIGENCE RESEARCH ON THE COMPUTATIONAL REPRESENTATION OF
THE KNOWLEDGE AND BY COGNITIVE PSYCHOLOGY THEORIES THAT PRO- VIDE A FINE
DESCRIPTION OFTHE HUMAN MEMORY SUBSYSTEMS AND OFF ER A REFINED MODELLING
OFTHE HUMAN LEAMING PROCESSES. EXPERIMENTAL RESULTS, OBTAINED THANKS TO
PRACTICAL TESTS, SHOW THAT THE KNOWLEDGE REPRESENTATION AND REMEDIATION
MODEL FACILITATES THE PLANNING OF A TAILORED SEQUENCE OF FEEDBACKS THAT
CONSIDERABLY HELP THE LEARNER. CHAPTER 9 MULTIPOINT MULTIMEDIA
CONFERENCING SYSTEM FOR EFFICIENT AND EFFECTIVE REMOTE COLLABORATION
..... 126 NORITAKA OSAWA. CHIBA UNIVERSITY, JAPAN KIKUO ASAI, THE OPEN
UNIVERSITY 0/ JAPAN, JAPAN A MULTIPOINT, MULTIMEDIA CONFERENCING SYSTEM
CALLED FOCUSSHARE IS DESCRIBED. IT USES IPV6/IPV4 MUL- TICASTING FOR
REAL-TIME COLLABORATION, ENABLING VIDEO, AUDIO, AND GROUP-AWARENESS AND
ATTENTION-SHARING INFORMATION TO BE SHARED. MULTIPLE TELEPOINTERS
PROVIDE GROUP-AWARENESS INFORMATION AND MAKE IT EASY TO SHARE ATTENTION
AND INTENTION. IN ADDITION TO POINTING WITH THE TELEPOINTERS, USERS CAN
ADD GRAPHICAL AN- NOTATIONS TO VIDEO STREAMS AND SHARE THEM WITH ONE
ANOTHER. THE SYSTEM ALSO SUPPORTS ATTENTION-SHARING USING VIDEO
PROCESSING TECHNIQUES. CHAPTER 10 ENHANCED SPEECH-ENABLED TOOLS FOR
INTELLIGENT AND MOBILE E-LEARNING APPLICATIONS 147 S- A. SELOUANI,
UNIVERSITE DE MONCTON, CANADA T-H. LE. UNIVERSITE DE MONCTON, CANADA Y
BENAHMED, UNIVERSITE DE MONCTON, CANADA D. 0 SHAUGHNESSY, INSTITUT
NATIONAL DE RECHERCHE SCIENTIJIQUE-ENERGIE-MATERIAUX-
TELECOMMUNICATIONS, CANADA THIS CHAPTER PRESENTS SYSTEMS THAT USE SPEECH
TECHNOLOGY TO EMULATE THE ONE-ON-ONE INTERACTION A STUDENT CAN GET FROM
A VIRTUAL INSTRUCTOR. A WEB-BASED LEARNING TOOL, THE LEARN IN CONTEXT
(L1NC+) SYSTEM, DESIGNED AND USED IN A REAL MIXED-MODE LEARNING CONTEXT
FOR A COMPUTER (C++ LANGUAGE) PROGRAMMING COURSE TAUGHT AT THE
UNIVERSITE DE MONCTON (CANADA) IS DESCRIBED HERE. IT INTEGRATES AN
INTERNET VOICE SEARCHING AND NAVIGATING (IVSN) SYSTEM THAT HELPS
LEARNERS TO SEARCH AND NAVIGATE BOTH THE WEB AND THEIR DESKTOP
ENVIRONMENT THROUGH VOICE COMMANDS AND DICTATION. L1NC+ ALSO
INCORPORATES AN AUTOMATIC USER PROFILE BUILDING AND TRAINING (AUPB&T)
MODULE THAT ALLOWS USERS TO INCREASE SPEECH RECOGNITION PERFORMANCE
WITHOUT HAVING TO GO THROUGH THE LONG AND FASTIDIOUS MANUAL TRAINING
PROCESS. NEW AUTO- MATED SERVICE AGENTS BASED ON THE
ARTIFICIALLNTELLIGENCE MARKUP LANGUAGE (AIML) ARE USED TO PROVIDE
NATURALNESS TO THE DIALOGS BETWEEN USERS AND MACHINES. THE PORTABILITY
OFTHE E-IEARNING SYSTEM ACROSS A MOBILE PLATFORM IS ALSO INVESTIGATED.
THE FINDINGS SHOW THAT WHEN THE LEARNING MATERIAL IS DELIVERED IN THE
FORM OF A COLLABORATIVE AND VOICE-ENABLED PRESENTATION, THE MAJORITY OF
LEARNERS SEE M TO BE SATISFIED WITH THIS NEW MEDIA, AND CONFIRM THAT IT
DOES NOT NEGATIVELY AFFECT THEIR COGNITIVE LOAD. CHAPTER 11 WEBCAP: WEB
SCHEDULER FOR DISTANCE LEARNING MULTIMEDIA DOCUMENTS WITH WEB WORKLOAD
CONSIDERATIONS 166 SAMI HABIB, KUWAIT UNIVERSITY, KUWAIT MAYTHAM SALAR,
KUWAIT UNIVERSITY, KUWAIT IN MANY WEB APPLICATIONS, SUCH AS THE DISTANCE
LEARNING, THE FREQUENCY OF REFRESHING MULTIMEDIA WEB DOCUMENTS PLACES A
HEAVY BURDEN ON THE WWW RESOURCES. MOREOVER, THE UPDATED WEB DOCUMENTS
MAY ENCOUNTER INORDINATE DELAYS, WHICH MAKE IT DIFFICULT TO RETRIEVE WEB
DOCUMENTS IN TIME. THIS CHAPTER PRESENTS AN INTERNET TOOL CA LIED WEBCAP
THAT CAN SCHEDULE THE RETRIEVAL OF MULTIMEDIA WEB DOCUMENTS IN TIME
WHILE CONSIDERING THE WORKLOADS ON THE WWW RESOURCES BY APPLYING
CAPACITY PLANNING TECHNIQUES. THE AUTHORS HAVE MODELED A MULTIMEDIA WEB
DOCUMENT AS A 4-LEVEL HIERARCHY (OBJECT, OPERATION, TIMING, AND
PRECEDENCE.) THE TRANSFORMATIONS BETWEEN LEVELS ARE PERFORMED
AUTOMATICALLY, FOLLOWED BY THE AP- PLICATION OFBELLMAN-FORD S ALGORITHM
ON THE PRECEDENCE GRAPH TO SCHEDULE ALL OPERATIONS (FETCH, TRANSMIT,
PROCESS, AND RENDER) WHILE SATISF)TING THE IN TIME RETRIEVAL AND ALL
WORKLOAD RESOURCES CONSTRAINTS. RESULTS DEMONSTRATE HOW EFFECTIVE WEBCAP
IS IN SCHEDULING THE REFRESHING OFMULTIMEDIA WEB DOCUMENTS. CHAPTER 12
QUASI-FACIAL COMMUNICATION FOR ONLINE LEARNING USING 3D MODELING
TECHNIQUES 181 YUSHUN WANG, ZHEJIANG UNIVERSITY, CHINA YUETING ZHUANG,
ZHEJIANG UNIVERSITY, CHINA ONLINE INTERACTION WITH 3D FACIAL ANIMATION
IS AN ALTERNATIVE WAY OF FACE-TO-FACE COMMUNICATION FOR DISTANCE
EDUCATION. 3D FACIAL MODELING IS ESSENTIAL FOR VIRTUAL EDUCATIONAL
ENVIRONMENTS ESTABLISHMENT. THIS CHAPTER PRESENTS A NOVEL 3D FACIAL
MODELING SOLUTION THAT FACILITATES QUASI-FACIAL COMMUNICATION FOR ONLINE
LEARNING. THIS ALGORITHM BUILDS 3D FACIAL MODELS FROM A SINGLE IMAGE,
WITH SUPPORT OF A 3D FACE DATABASE. FIRST FROM THE IMAGE, THE AUTHORS
EXTRACT A SET OF FEATURE POINTS, WHICH ARE THEN USED TO AUTOMATICALLY
ESTIMATE THE HEAD POSE PARAMETERS USING THE 3D MEAN FACE IN THEIR
DATABASE AS A REFERENCE MODEL. AFTER THE POSE RECOVERY, A SIMILARITY
MEASUREMENT FUNCTION IS PROPOSED TO LOCATE THE NEIGHBORHOOD FOR THE
GIVEN IMAGE IN THE 3D FACE DATABASE. THE SCOPE OFNEIGHBORHOOD CAN BE
DETERMINED ADAPTIVELY USING THE AUTHORS CROSS-VALIDATION ALGORITHM.
FURTHERMORE, THE INDIVIDUAL 3D SHAPE IS SYNTHESIZED BY NEIGHBORHOOD
INTERPOLATION. TEXTURE MAPPING IS ACHIEVED BASED ON FEATURE POINTS. THE
EXPERIMENTAL RESULTS SHOW THAT THE AUTHORS ALGORITHM CAN ROBUSTLY
PRODUCE 3D FACIAL MODELS FROM IMAGES CAPTURED IN VARIOUS SCENARIOS TO
ENHANCE THE LIFELIKENESS IN DISTANT LEAMING. CHAPTER 13 ENHANCING SKILLS
OF APPLICATION SOFTWARE VIA WEB-ENABLED PROBLEM-BASED LEAMING AND
SELF-REGULATED LEAMING: AN EXPLORATORY STUDY 192 PEI-DI SHEN, MING CHUAN
UNIVERSITY, TAIWAN TSANG-HSIUNG LEE, NATIONAL CHENGCHI UNIVERSITY,
TAIWAN CHIA-WEN TSAI, MING CHUAN UNIVERSITY, TAIWAN THE COMPUTER
SOFTWARE EDLLCATION IN VOCATIONAL SCHOOLS IN TAIWAN CAN HARDLY BE DEEMED
AS EFFECTIVE. TO INCREASE STUDENTS LEAMING MOTIVATION AND DEVELOP
PRACTICAL SKILLS, INNOVATIVE LEAMING DESIGNS SUCH AS PROBLEM-BASED
LEAMING (PBL) AND SELF-REGULATED LEARNING (SRL) ARE ON TRIAL IN THIS
SPECIFIC CONTEXT. THE AUTHORS CONDUCTED ASERIES OF QUASI-EXPERIMENTS TO
EXAMINE EFFECTS OFTHESE DESIGNS MEDIATED BYA WEB-BASED LEARNING
ENVIRONMENT. TWO C1ASSES OF 106 FRESHMEN IN A SEMESTER COURSE AT
INSTITUTE OFTECH- NOLOGY IN TAIWAN WERE CHOSEN FOR THIS EMPIRICAL STUDY.
RESULTS REVEAL THAT EFFECTS OFWEB-ENABLED PBL, WEB-ENABLED SRL, AND
THEIR COMBINATIONS, ON STUDENTS SKILLS OF APPLICATION SOFTWARE HAVE
SIGNIFICANT DIFFERENCES. THE IMPLICATIONS OFTHIS STLLDY ARE ALSO
DISCUSSED. CHAPTER 14 CONSTRUCTIVIST LEARNING THROUGH COMPUTER GARN ING
207 MORRIS S. Y JONG, CENTRE /OR THE ADVANCEMENT 0/ INFORMATION
TECHNOLOGY IN EDUCATION, THE CHINESE UNIVERSITY 0/ HONG KONG, HONG KONG
JUNJIE SHANG, GRADUATE SCHOOL 0/ EDUCATION, PEKING UNIVERSITY, BEIJING,
CHINA FONG-LOK LEE, CENTRE/OR THE ADVANCEMENT 0/ INFORMATION TECHNOLOGY
IN EDUCATION, THE CHINESE UNIVERSITY 0/ HONG KONG, HONG KONG JIMMY H M
LEE, CENTRE /OR THE ADVANCEMENT 0/ INFORMATION TECHNOLOGY IN EDUCATION,
THE CHINESE UNIVERSITY 0/ HONG KONG, HONG KONG THIS CHAPTER IS AIMED AT
GIVING AN INTRODUCTION TO COMPUTER GAME-BASED LEAMING. BESIDES
DISCUSSING COMPUTER GAMES INTRINSIC EDUCATIONAL TRAITS FAVOURING
CONSTRUCTIVIST LEARNING FROM DIFFERENT PERSPECTIVES, THE AUTHORS ALSO
REVIEW A NLLMBER OF INSTANCES OF TWO RECENT FOCI IN THE GAME-BASED
LEAMING DOMAIN. THE FIRST ONE IS EDUCATION IN GAMES THAT INVOLVES THE
ADOPTION OF EXISTING RECREATIONAL GAMES IN THE COMMERCIAL MARKET FOR
EDUCATIONAL USE. THE SECOND IS GAMES IN EDUCATION THAT ENTAILS DESIGNING
AND DEVELOPING EDUCATIONAL GAMES ARTICULATED WITH DIFFERENT
CONSTRUCTIVIST LEARNING PARADIGMS OR PEDAGOGI- CAL APPROACHES. CHAPTER
15 STIMULATING LEARNERS MOTIVATION IN A WEB-BASED E-LEARNING SYSTEM 223
KEITA MATSUO, FUKUOKA INSTITUTE OFTEEHNOLOGY, JAPAN LEONARD BAROLLI,
FUKUOKA INSTITUTE OFTEEHNOLOGY, JAPAN FATOS XHAFA, POLYTEEHNIE
UNIVERSITY OFCATALONIA, SPAIN AKIO KOYAMA, YAMAGATA UNIVERSITY, JAPAN
ARJAN DURRESI, INDIANA UNIVERSITY PURDUE UNIVERSITY AT INDIANAPOLIS, USA
THE AUTHORS OFTHIS CHAPTER DESIGNED AND IMPLEMENTED NEW FUNCTIONS SUCH
AS: A NEW RANKING FUNCTION, AUTOMATIC INTERFACE CHANGE FUNCTION,
VIBRATION FUNCTION, ROOM LIGHT CONTROL FUNCTION AND SOUND EMIS- SION
FUNCTION IN ORDER TO IMPROVE THE PERFORMANCE OFTHEIR WEB-BASED E-IEAMING
SYSTEM. BY USING THESE NEW FUNCTIONS, THE PROPOSED E-LEARNING SYSTEM CAN
INCREASE LEAMER S EFFICIENCY BY STIMULATING LEARNER S MOTIVATION. THE
EXPERIMENTAL RESULTS SHOWED THAT THE IMPLEMENTED SYSTEM HAS BETTER
PERFORMANCE THAN PREVIOUS SYSTEMS. CHAPTER 16 USING A USER-INTERACTIVE
QA SYSTEM FOR PERSONALIZED E-LEARNING 239 DAWEI HU, UNIVERSITY OFSCIENEE
AND TEEHNOLOGY OFCHINA, CHINA WEI CHEN, CITY UNIVERSITY OF HONG KONG,
CHINA QINGTIAN ZENG, SHANDONG UNIVERSITY OFSEIENEE AND TEEHNOLOGY, CHINA
TIANYONG HAO, CITY UNIVERSITY OF HONG KONG, CHINA FENG MIN, CITY
UNIVERSITY OFHONG KONG, CHINA LIU WENYIN, CITY UNIVERSITY OFHONG KONG,
CHINA A PERSONALIZED E-IEARNING FRAMEWORK BASED ON A USER-INTERACTIVE
QUESTION-ANSWERING (QA) SYSTEM IS PROPOSED, IN WHICH A USER-MODELING
APPROACH IS USED TO CAPTURE PERSONAL INFORMATION OF STUDENTS AND A
PERSONALIZED ANSWER EXTRACTION ALGORITHM IS PROPOSED FOR PERSONALIZED
AUTOMATIC ANSWERING. IN THIS APPROACH, A TOPIC ONTOLOGY (OR CONCEPT
HIERARCHY) OF COURSE CONTENT DEFINED BY AN INSTRUCTOR IS USED FOR THE
SYSTEM TO GENERATE THE CORRESPONDING STRUCTURE OF BOARDS FOR HOLDING
RELEVANT QUESTIONS. STUDENTS CAN INTERACTIVELY POST QUESTIONS, AND ALSO
BROWSE, SELECT, AND ANSWER OTHERS QUESTIONS IN THEIR INTERESTED BOARDS.
A KNOWLEDGE BASE IS ACCUMULATED USING HISTORICAL QUESTION/ANSWER (Q/A)
PAIRS FOR KNOWLEDGE REUSE. THE STUDENTS LOG DATA ARE USED TO BUILD AN
ASSOCIATION SPACE TO COMPUTE THE INTEREST AND AUTHORITY OF THE STUDENTS
FOR EACH BOARD AND EACH TOPIC. THE PERSONAL INFORMATION OF STUDENTS CAN
HELP INSTRUCTORS DESIGN SUITABLE TEACHING MATERIALS TO ENHANCE
INSTRUCTION EFFICIENCY, BE USED TO IMPLEMENT THE PERSONAL- IZED
AUTOMATIC ANSWERING AND DISTRIBUTE UNSOLVED QUESTIONS TO RELEVANT
STUDENTS TO ENHANCE THE LEARNING EFFICIENCY. THE EXPERIMENT RESULTS SHOW
THE EFFICACY OFTHIS USER-MODELING APPROACH. CHAPTER 17 DISTANCE-LEARNING
FOR ADVANCED MILITARY EDUCATION: USING WARGAME SIMULATION COURSE AS AN
EXAJNPLE 258 HUAN-CHAO KEH, TAMKANG UNIVERSITY, TAIWAN KUEI-MIN WANG,
SHIH CHIEN UNIVERSITY, TAIWAN SHU-SHEN WAI, TAMKANG UNIVERSITY, TAIWAN
JIUNG-YAO HUANG, NATIONAL TAIPEI UNIVERSITY, TAIWAN LIN HUI, TAMKANG
UNIVERSITY, TAIWAN JI-JEN WU, TAMKANG UNIVERSITY, TAIWAN DISTANCE
LEARNING IN ADVANCED MILITARY EDUCATION CAN ASSIST OFFICERS AROUND THE
WORLD TO BECOME MORE SKILIED AND QUALIFIED FOR FUTURE CHALLENGES.
THROUGH WEIL-CHOSEN TECHNOLOGY, THE EFFICIENCY OF DISTANCE- LEARNING CAN
BE IMPROVED SIGNIFICANTLY. THIS CHAPTER PRESENTS THE ARCHITECTURE OF
ADVANCED MILITARY EDUCATION - DISTANCE LEARNING (AME-DL) PROTOTYPE FOR
ADVANCED MILITARY DISTANCE-IEARNING, IT COM- BINES ADVANCED E-IEARNING
TOOL, SIMULATION TECHNOLOGY, AND WEB TECHNOLOGY TO PROVIDE A SET
OFMILITARY LEARNING AND TRAINING SUBJECTS THAT CAN BE ACCESSED EASILY
ANYWHERE, ANYTIME THROUGH A WEB BROWSER. THE MAJOR GOAL OF AME-DL IS TO
PROVIDE A COMMON STANDARD FRAMEWORK FOR MILITARY TRAINING PROGRAM, AND
THE MAJOR CONTRIBUTION FOR SUCH A PROTOTYPE IS TO REDUCE TRAINING COST
WHILE PROVIDING HIGH QUALITY LEARNING EXPERIENCE. CHAPTER 18 VIRTUAL
ON-LINE CLASSROOM FOR MOBILE E-LEARNING OVER NEXT GENERATION LEARNING
ENVIRONMENT .. 268 TIN-YU WU. TAMKANG UNIVERSITY, TAIPEI, TAIWAN, ROC
THIS CHAPTER DEVELOPS AN ENVIRONMENT FOR MOBILE E-LEARNING WITH
INTERACTIVE COURSES, VIRTUAL ONLINE LABS, INTERACTIVE ONLINE TEST,
LAB-EXERCISE TRAINING PLATFORM AND THE IDENTIFICATION OFLEARNING
INFORMATION BY NEXT GENERATION TAG ON THE 4TH GENERATION MOBILE
COMMUNICATION SYSTEM. THE TERM THAT THE NEXT GENERATION LEARNING
ENVIRONMENT (NEGL) PROMOTES IS KNOWLEDGE ECONOMY . AT PRESENT,
INTER-NETWORKING HAS BECOME ONE OFTHE MOST POPULAR TECHNOLOGIES IN
MOBILE E-LEARNING FOR THE NEXT GENERATION NETWORKS (NGN) ENVIRONMENT.
THIS SYSTEM USES VARIOUS COMPUTER EMBEDDED DEVICES TO UBIQUITOUSLY
ACCESS MUL- TIMEDIA INFORMATION LIKE SMART PHON ES AND PDAS; AND THE
MOST IMPORTANT FEATURE IS ITS GREATER AVAILABLE BANDWIDTH. THE FUTURE
LEARNING MODE WILL INCLUDE AN IMMEDIATE, VIRTUAL, INTERACTIVE C1ASSROOM
WITH PERSONAL IDENTIFICATION THAT ENABLES LEARNERS TO LEARN AND
INTERACT. (WU ET AI. 2008) CHAPTER 19 A METHODOLOGY FOR DEVELOPING
LEARNING OBJECTS FOR WEB COURSE DELIVERY 280 KAREN STAUFFER, ATHABASCA
UNIVERSITY. CANADA FUHUA LIN. ATHABASCA UNIVERSITY, CANADA MARGUERITE
KOOLE, ATHABASCA UNIVERSITY, CANADA THIS CHAPTER PRESENTS A METHODOLOGY
FOR DEVELOPING LEARNING OBJECTS FOR WEB-BASED COURSES USING THE IMS
LEARNING DESIGN (IMS LD) SPECIFICATION. THE AUTHORS FIRST INVESTIGATED
THE IMS LD SPECIFICATION, DETERMINING HOW TO USE IT WITH ONLINE COURSES
AND THE STUDENT DELIVERY MODEL, AND THEN APPLIED THIS TO A UNIT
OFLEARNING (UOL) FOR ONLINE COMPUTER SCIENCE COURSES. THE AUTHORS
DEVELOPED AN EDITOR AND RUNTIME ENVIRONMENT TO APPLY THE IMS LD TO A
UOL. THE AUTHORS THEN EXPLORED THE PROSPECT FOR ADVANCEMENT OF THE BASIC
IMS LD UOL. FINALLY, THE CHAPTER DISCUSSES HOW TO CONSTRUCT
ONTOLOGY-BASED SOFTWARE AGENTS TO USE WITH THE LEARNING OBJECTS CREATED
WITH THE IMS LD UNITS OF LEARNING. CHAPTER20 A CHINESE INTERACTIVE
FEEDBACK SYSTEM FOR A VIRTUAL CAMPUS 290 JUI-FA CHEN, TAMKANG
UNIVERSITY, TAIWAN WEI-CHUAN LIN, TAK MING COLLEGE, TAIWAN CHIH-YU JIAN,
TAMKANG UNIVERSITY. TAIWAN CHING-CHUNG HUNG. TAMKANG UNIVERSITY, TAIWAN
CONSIDERING THE POPULARITY OF THE INTERNET, AN AUTOMATIE INTERACTIVE
FEEDBACK SYSTEM FOR ELEARNING WEBSITES IS BECOMING INCREASINGLY
DESIRABLE. HOWEVER, COMPUTERS STILL HAVE PROBLEMS UNDERSTANDING NATURAL
LANGUAGES, ESPECIALLY THE CHINESE LANGUAGE, FIRSTLY BECAUSE THE CHINESE
LANGUAGE HAS NO SPACE TO SEGMENT LEXICAL ENTRIES (ITS SEGMENTATION
METHOD IS MORE DIFFICULT THAN THAT OF ENGLISH) AND SECONDLY BECAUSE
OFTHE LACK OF A COMPLETE GRAMMAR IN THE CHINESE LANGUAGE, MAKING PARSING
MORE DIFFICULT AND COMPLICATED. BUILDING AN AUTOMATED CHINESE FEEDBACK
SYSTEM FOR SPECIAL APPLICATION DOMAINS COULD SOLVE THESE PROBLEMS. THIS
CHAPTER PROPOSES AN INTERACTIVE FEEDBACK MECHANISM IN A VIRTUAL CAMPUS
THAT CAN PARSE, UNDERSTAND AND RESPOND TO CHINESE SENTENCES. THIS
MECHANISM UTILIZES A SPECIFIC LEXICAL DA TAB ASE ACCORDING TO THE
PARTICULAR APPLICATION. IN THIS WAY, A VIRTUAL CAMPUS WEBSITE CAN
IMPLEMENT A SPECIAL APPLICATION DOMAIN THAT CHOOSES THE PROPER RESPONSE
IN A USER FRIENDLY, ACCURATE AND TIMELY MANNER. COMPILATION OF
REFERENCES 3 I 7 ABOUT THE CONTRIBUTORS 340 INDEX 346
|
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| spelling | Technologies shaping instruction and distance education new studies and utilizations Mahbubur Rahman Syed [ed.] Hershey [u.a.] Information Science Reference 2010 XXXI, 349 S. Ill., graph. Darst. txt rdacontent n rdamedia nc rdacarrier Premier reference source "This book covers the use of technology and the development of tools to support content exchange, delivery, collaboration and pedagogy used in distance education delivery"--Provided by publisher. Erziehung Distance education Computer-assisted instruction Education Effect of technological innovations on Educational technology Computerunterstützter Unterricht (DE-588)4070087-2 gnd rswk-swf Fernunterricht (DE-588)4016867-0 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content Computerunterstützter Unterricht (DE-588)4070087-2 s DE-604 Fernunterricht (DE-588)4016867-0 s Syed, Mahbubur Rahman Sonstige oth Erscheint auch als Online-Ausgabe 978-1-60566-935-9 Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=018962338&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Technologies shaping instruction and distance education new studies and utilizations Erziehung Distance education Computer-assisted instruction Education Effect of technological innovations on Educational technology Computerunterstützter Unterricht (DE-588)4070087-2 gnd Fernunterricht (DE-588)4016867-0 gnd |
| subject_GND | (DE-588)4070087-2 (DE-588)4016867-0 (DE-588)4143413-4 |
| title | Technologies shaping instruction and distance education new studies and utilizations |
| title_auth | Technologies shaping instruction and distance education new studies and utilizations |
| title_exact_search | Technologies shaping instruction and distance education new studies and utilizations |
| title_full | Technologies shaping instruction and distance education new studies and utilizations Mahbubur Rahman Syed [ed.] |
| title_fullStr | Technologies shaping instruction and distance education new studies and utilizations Mahbubur Rahman Syed [ed.] |
| title_full_unstemmed | Technologies shaping instruction and distance education new studies and utilizations Mahbubur Rahman Syed [ed.] |
| title_short | Technologies shaping instruction and distance education |
| title_sort | technologies shaping instruction and distance education new studies and utilizations |
| title_sub | new studies and utilizations |
| topic | Erziehung Distance education Computer-assisted instruction Education Effect of technological innovations on Educational technology Computerunterstützter Unterricht (DE-588)4070087-2 gnd Fernunterricht (DE-588)4016867-0 gnd |
| topic_facet | Erziehung Distance education Computer-assisted instruction Education Effect of technological innovations on Educational technology Computerunterstützter Unterricht Fernunterricht Aufsatzsammlung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=018962338&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT syedmahbuburrahman technologiesshapinginstructionanddistanceeducationnewstudiesandutilizations |