1 A PROCESS-ORIENTED E-LEARNLING SYSTEM: FROM MASTERY LEARNING PERSPECTIVE Ph.D Candidate, ChiLun Liu, Cheng Chi University, Taiwan, Professor Heng-Li Yang, Cheng Chi University, Taiwan, ABSTRACT Instructional strategy plays a prominent role in traditional classrooms, but it is not widely noticed in e-learning environment. If a teacher uses a specific instructional strategy in e-learning environment, an e-learning system which supports this instructional strategy could benefit the instructor and the learners. However, which pedagogical method does suit e-learning environment? What kind of system architectures can appropriately support this pedagogical method? This essay focuses on the pedagogical method of mastery learning and proposes an e-learning system architecture which considers the concept of process management and the applications of mobile device for supporting this pedagogical method. This essay also offers a scenario to explain how to use this e-learning system to fulfill mastery learning strategy in e-learning environment. Keywords: e-learning, online learning, virtual classroom, e-learning environment, process management, workflow, mastery learning, instruction, pedagogical method, system architecture INTRODUCTION E-learning has received much attention from universities, corporation, and industry recently. As information technologies (IT) develop, novel ways of teaching and learning environment have emerged, it creates opportunities and turmoil in university and corporative training. Many universities and corporations have used e-learning as a new way for teaching and training (1, 8). Though using IT to improve teaching and learning has become more and more popular, applying instructional strategies or pedagogical methods to enhance e-learning systems, while not new, has received strikingly little attention (1, 5). But one way to create more appealing and effective online learning environments is to integrate appropriate instructional strategies (15). In addition, because integrating technologies with relevant instructional strategies will enhance learning outcomes through learning processes (1), the learning process is crucial for e-learning systems. The objective of this research is to integrate instructional strategy with mastery learning to enhance process-oriented e-learning systems. In brief, mastery learning offers a teaching and learning process model in which each student has to pass an assessment before s/he moves on next instruction unit. The concept of process management can facilitate to streamline teaching and learning processes that contains various tasks and resources. We consider mastery learning to be an appropriate instructional strategy for integration because mastery learning methodologies has been much more successful in the behavioral sciences of education (6, 12). In addition, mastery learning offers several types of activities and assessments for learning process (6, 13). Furthermore, the current trend in education and training emphasizes on personalization, and mastery learning is a kind of personalized method. The focus of this essay is on proposing
2 e-learning system architecture from mastery learning standpoint and process management perspective. In addition, we offer a scenario that describes how a teacher would apply mastery learning method through this e-learning architecture. The state of E-learning systems LITERATURE REVIEW There are many research and commercial web-based e-learning systems in the market. The most popular e-learning systems are Lotus LearningSpace, WebCT, BlackBoard, etc. Generally, most e-learning systems provide two kinds of tools (9): (1) Learner tools: include web browsing, asynchronous/synchronous sharing, and student tools. (2) Support tools: include course, course contents, data, resource, administration, and help desk. Although these leading packages provide powerful support tools for various aspects of course management, most of them have not fulfilled instructional strategy. From current information architecture perspective, these popular products seem to lack explicit definition of principles and background theory (e.g., instruction theory) (4). From recent perspective in MIS fields, adopting appropriate instructional strategy is a way to create effective e-learning systems (1, 15). That is why an instructional strategy is necessary to be considered in e-learning systems development. Consequently, this essay proposes to integrate instructional strategy of mastery learning with the concept of process management to create a more innovative e-learning architecture. Instructional strategy of mastery learning The spirit of mastery learning requests that almost all students have passed formative assessment before moving on to the next stage in instruction process (6, 12, 13). Many researches have indicated that mastery learning strategy shortens the gap between top and bottom students in traditional classroom over several countries around the world (6). The process of mastery learning can be described as Figure 1. Figure 1: The process of instruction under mastery learning (6) Mastery learning is an effective instruction method in traditional classroom or in old fashion of computer-based instruction systems such as hypermedia-based systems (10) or using text only systems through Novell server (11). Recently, some researchers claim that the Web is ideal for implementing mastery learning strategy (3). Hence, mastery learning strategy in e-learning environment is possible to be an effective instructional strategy. Process management is important because the practices of mastery learning need a sequence of activities. We will discuss process management technology in the next section.
3 Process management technology The current trend in Information systems emphasizes on process management. In the business field, packaged systems, e.g. ERP systems, are shifting from task-oriented to process-oriented across departments in corporations. Thus, workflow technology has been widely used in corporations. Workflow technology allows building information systems that offer the right tasks at the right time to the right person along with resources needed to perform these tasks (9). Therefore, process management technology or workflow technology can be a foundation in e-learning system architecture and used to shift the paradigm from task-oriented e-learning systems to process-oriented e-learning systems. THE ARCHITECTURE OF PROCESS-ORIENTED E-LEARNING SYSTEMS In our study, the objectives of e-learning systems is to provide e-learning services through various computing device, such as PDA, mobile phone, personal computer and laptop, for supporting mastery learning. Mobile devices can relieve time pressure and offer location convenience, but, in contrast, it has device limitations, e.g. screen size, input (14). For this reason, mobile device cannot totally replace personal computer or laptop. Mobile device might only be used as a complement to offer e-learning services. In the presentation logic layer, as shown in Figure 3, adapted presentation is necessary for various mobile devices and personal computers. In addition, the module of packaging and synchronization supports offline usage, such as download learning contents from a PDA. Besides the fundamental service of process management and house keeping, there are four main modules in the business logic layer: learner management, content management, communications, and agent. These modules in business logic layer are described as follows. Process management The process management provides the foundational service for every module and sub module in the business logic layer. Instructor can use the process management service to break down the teaching process into several stages and put the instructional content, learning goal, learning resource etc. in each stage before a course begins (as Figure 2). An instructor can also control every check-point in the process. In other words, the pace of instruction can be teacher-determined or student-determined by check-points. (Check Point) Group X Stage 4th Stage 5th Process A Stage 1st Stage 2nd Stage 3rd Stage 6th Group Y Figure 2: The teaching process and its stages Learner management The function of managing learners is not only crucial to traditional classroom, but also it is important to e-learning environment. Five facets of learner management are detailed as follows.
4 Figure 3: The e-learning system architecture
5 (1) Learner identification Because offering mastery learning strategy can be regarded as a kind of personalized service, identifying individual learner is necessary. This module offers the mechanism of learning account maintenance, such as creating, updating, freezing, or deleting accounts. (2) Learner profile maintaining This module not only records basic personal data, such as name, gender, address etc., but records learner s personality characteristics. Because there is a relationship between personality characteristics and learning outcomes in e-learning environment (8), the function of personality testing is useful for instructors and it should be included in this module. (3) Learner behavior tracking Online learning behavior, e.g. login frequency, spending time on reading instructional content, and discussing with other classmates, could be predictor variables of learning outcome in e-learning environment (2, 7). Hence, this module can offer valuable information for instructors. (4) Learner pace control Controlling learner s pace in instructional process has not received much attention in traditional task-oriented e-learning systems. But it is important to mastery learning (6) and the process-oriented e-learning system (9). Using this module, a teacher can determine whether a student can pass a check-point or not. (5) Group management As Figure 2 has shown above, students might be separated into several groups to offer more personalized learning stages. The module of group management helps teachers to do this task more easily. Content management According mastery learning, content management of e-learning can include two parts: (1) Instruction activity In mastery learning strategy, instruction activities include instruction on learning unit, corrective activities, and enrichment activities. And each one has its learning goal, learning resources, and instructional contents. Learner goal setting A student and his/her teacher set the goal or objective together through this module so that student can engage in later learning activities. Learning resource management Besides instructional contents edited by instructors, other learning resources (such as textbook, workbook, video tape, and library) can be helpful in learning activities. This module helps instructors to manage the learning resource and reminds learners to use the learning resources in each stage of the process. Instructional content management Instructional contents can contain various forms of media, such as video, audio, text, or picture. This module offer tools for instructors to manage these contents and deliver these contents to learners. Context Identifying This module can be aware of context information and can deliver useful information to learner through mobile device immediately. (2) Learning evaluation Learning evaluation plays an important role in mastery learning. There are two kinds of assessment and related feedbacks to teachers. Formative assessment A formative assessment is used primarily to check students learning progress and pinpoint any learning difficulties that they may be experiencing. Summative assessment It is used primarily to evaluate how well the whole course learning goal has been attained at the end of the course. Feedback to teacher Teachers can receive two kinds of feedbacks from the above assessments. The first is a description of each student s learning progress. The second 5
6 Communications offers the information about the instructional contents effectiveness. Besides web contents, communication tools, e.g., discussion board, chat room, , and short message are important to facilitate teaching and learning. If a student s login frequency is high and the time pressure of information is not high, pull technology, such as discussion board and chat room, is enough. If a student s login frequency is low or the time pressure of information is high, push technology, such as and short messages, is necessary. Agent Agent can reduce teachers workload and it can assist students to learn better. There are three kinds of agent here. (1) Teacher assistant agent It can notify teachers what jobs they have to do and furthermore provide assistances. For example, teachers can receive just-in-time knowledge when they are answering the question or evaluate students learning outcomes. (2) Online teacher agent Because e-learning mainly is an asynchronous system, it is impossible that teachers are always online 24 hours a day, 7 days a week. Online teacher agent can do something when teachers are offline. For example, if students loss attentions, or idle too long when reading instructional contents, online teacher agent will give them reminders. (3) Student assistant agent For example, when students login, this agent can remind them what they should do and what their learning pace are. House-keeping The module of house keeping includes event recording and access control, etc. (1) Event recording If anything happens in the e-learning system, these events will be recorded by this module. (2) Access control Its responsibility is to control every user s visibility and authorities depending on their identification. A SCENARIO OF USING THE PROCESS-ORIENTED E-LEARNING SYSTEM Because the description of the process-oriented system architecture above is abstract, we lay out a simplified artificial scenario of using this e-learning system from an instructor s standpoint. In a morning, a teacher, Crystal, logs in her e-learning system to start her works. Then teacher assisting agent informs her that five students, A-E, completed formative assessments and have been waiting to across check-points, the last login time of one student (F) was 2 weeks ago, five students, G-K, are discussing in the discussion board and maybe need a teacher s help, and 2 students, M-N, have asked some questions through s. First, Crystal reads these A-E students formative assessments, decides that they can pass to next stage by means of learner pace control module. Then the system automatically sends the congratulation s and short messages to them. Second, Crystal checks the student F s profile and behavior tracking record and tries to recognize why he has never been the e-learning 6
7 system so long, then writes a letter to express the teacher s cares. Then the system sends this letter through short message and automatically. Third, Crystal figures out the discussion of these five students G-K deviating the learning goal too far, and she gives a comment within their discussion. Forth, Crystal reads the M-N students questions, and discovers their questions reporting that a sentence in her instructional content is not very clear. Hence, she begins to edit this sentence and the system sends this update event to every student in this class automatically. CONCLUSION In this essay, we proposes a process-oriented e-learning system integrating with a systematic instructional method mastery learning. This kind of e-learning system could reduce teacher s workload, streamline teacher s teaching process and student s learning process, and, moreover, offer personalized e-learning services based on the instruction theory. In the future, we will implement it. In addition, process concept does exist in various instruction theories. Different integrated instructional strategy in process-oriented e-learning systems could be studied. REFERENCES l. Alavi, M. and Leidner, D. E. (2001). Research Commentary: Technology-Mediated Learning A Call for Greater Depth and Breadth of Research, Information Systems Research, 12(1), Chen, N. S. and Lin, K. M. (2002).Analysis of Learning Behavior and Learning Performance in Web-based Instruction, Journal of Information Management, 8(2), Crippen, K. J. (2003). Rethinking Course Assessment: Creating Accountability With Web-Based Tools, Journal of Science Education and Technology, 12(4), Evernden, R. and Evernden, E. (2003). Third-Generation Information Architecture, Communications of the ACM, 46(3), Finke, W. F. (2000). Lifelong Learning in the Information Age. Bueren: Fachbibliothek-Verl. 6. Guskey, T. R. (1997). Implementing Mastery Learning (2 nd ed.). Belmont: Wadsworth. 7. Hsieh, C. C. (2001). A Study of the On Line Evaluation Criteria in a Virtual Classroom System. Master thesis, Catholic Fu Jen University, Taiwan. 8. Kim, E. B. and Schniederjans, M. J. (2004). The Role of Personality in Web-based Distance Education Courses, Communications of the ACM, 47(3), Lin, J., Ho, C., Sadiq, W., and Orlowska, M. E. (2002). Using Workflow Technology to Manage Flexible e-learning Service, Educational Technology & Society, 5(4), Montazemi, A. R. and Wang, F. (1995). An Empirical Investigation of CBI in Support of Mastery Learning, Journal of Educational computing Research, 13(3), Pear, J. J. and Crone-Todd, D. E. (1999). Personalized System of Instruction in Cyberspace, Journal of Applied Behavior Analysis, 32(2), Spencer, K. (1999). Educational Technology An Unstoppable Force: a Selective Review of Research into the Effectiveness of Education Media, Educational Technology & Society, 2(4), Slavin, R. E. (1994). Educational Psychology: Theory in Practice. Allyn and Bacon. 14. Venkatesh, V. and Massey, A. P. (2003). Understanding Usability in Mobile Commerce, Communications of the ACM, 46(12), Zhang, D., Zhao, J. L., Zhou, L., and Nunamaker J. F. (2004). Can E-learning Replace Classroom Learning?, Communications of the ACM, 47(5),
Educational Technology & Society 5(4) 2002 ISSN 1436-4522 Using Workflow Technology to Manage Flexible e-learning Services Joe Lin, Charley Ho, Wasim Sadiq, Maria E. Orlowska Distributed Systems Technology
EFFECTIVENESS OF ONLINE LEARNING PROGRAM: A CASE STUDY OF A HIGHER EDUCATION INSTITUTION Omamerhi Ebojoh, Central Michigan University, Osevw1oe@cmich.edu Hongjiang Xu, Central Michigan University, email@example.com
Educational Benefits of Online Learning According to CCA consulting, nearly 50% of higher education institutions currently engage in some type of online learning. Academic and professional organizations
Running head: CONCEPTUALIZING INTELLIGENT AGENTS FOR TEACHING AND LEARNING Conceptualizing Intelligent Agents For Teaching and Learning Ali Jafari, Ph.D. Professor of Computer Technology Director of CyberLab
The Design Study of High-Quality Resource Shared Classes in China: A Case Study of the Abnormal Psychology Course Juan WANG College of Educational Science, JiangSu Normal University, Jiangsu, Xuzhou, China
elearning Content Management Middleware Chen Zhao Helsinki 18.2.2004 University of Helsinki Department of Computer Science Authors Chen Zhao Title elearning Content Management Middleware Date 18.2.2004
Video Demo Storyboard Ohio State University MAY 2010 1 2 3 Welcome to Ohio University. Established in 1804, Ohio University is the ninth oldest public institution of higher learning in the United States.
International Journal of Asian Social Science Special Issue: International Conference on Teaching and Learning in Education, 2013 journal homepage: http://www.aessweb.com/journal-detail.php?id=5007 LEARNING
TRANSITIONAL DISTANCE THEORY AND COMMUNIMCATION IN ONLINE COURSES A CASE STUDY Scott Mensch, Indiana University of Pennsylvania SMensch@IUP.edu Azad Ali, Indiana University of Pennsylvania Azad.Ali@IUP.edu
PROPOSING AN EFFECTIVE TEACHING PEDAGOGICAL MODE FOR ONLINE MBA EDUCATION: AN EXPLORATORY EMPIRICAL INVESTIGATION Wayne Huang and Thom Luce Department of MIS, College of Business, Ohio University, Athens,
Enhancing the online class: Effective use of synchronous interactive online instruction Dr. Enid Acosta-Tello National University Abstract The delivery of instruction through an online platform has become
2011 International Conference on Computer Science and Information Technology (ICCSIT 2011) IPCSIT vol. 51 (2012) (2012) IACSIT Press, Singapore DOI: 10.7763/IPCSIT.2012.V51.127 An Investigation on Learning
Best Practices for Online Courses 100 Quality Indicators for Online Course Design The following criteria are meant to act as guidelines for the course development process. Some of these guidelines would
EFFECTIVE ONLINE TEACHING PRACTICES IN ESL TEACHER EDUCATION 1 By Johanne Myles and Vesna Nikolic In 2003, Cheng and Myles discussed the challenges involved in changing on-site teacher education courses
Available online at www.sciencedirect.com ScienceDirect Procedia - Social and Behavioral Sciences 116 ( 2014 ) 1353 1357 5 th World Conference on Educational Sciences - WCES 2013 Using E-Learning in Enterprise
Computer Modelling and New Technologies, 2013, vol. 17, no. 3, 93 98 Transport and Telecommunication Institute, Lomonosov 1, LV-1019, Riga, Latvia RESEARCH ON THE APPLICATION OF WORKFLOW MANAGEMENT SYSTEM
Tips, Tools, and Techniques for Teaching in the Online High School Classroom By Shantia Kerr In the online setting students may work independently and in isolation more often than in a face-to-face setting.
ONLINE WEB DELIVERY OF A GRADUATE PROJECT MANAGEMENT COURSE: CHALLENGES AND OPPORTUNITIES Manouchehr Tabatabaei, Information Systems, Georgia Southern University, firstname.lastname@example.org Richard Chambers,
THE UNIVERSITY OF TEXAS AT BROWNSVILLE College of Education Syllabus Conceptual Framework & Knowledge Base The conceptual framework contains four core concepts, which are themes through which we organize
Do Handheld Devices Facilitate Face-to-Face Collaboration? Handheld Devices with Large Shared Display Groupware Chen-Chung Liu Assistant Professor Graduate Institute of Network Learning Technology National
, pp.45-50 http://dx.doi.org/10.14257/ijsia.2015.9.1.05 Proposal: A Design of E-learning User Authentication System Byeong Ho Kang 1 and Hyejin Kim 2 1 School of Engineering and ICT, University of Tasmania,
Blackboard Learning System: Student Instructional Guide This manual was prepared to assist students in the understanding, orientation, and usage of the Blackboard Learning System online course management
0-7695-1435-9/02 $17.00 (c) 2002 IEEE 1 Toward a Value Framework for Online Learning Systems Yair Levy and Kenneth E. Murphy Florida International University College of Business Administration email@example.com
Building Effective Blended Learning Programs Harvey Singh Introduction The first generation of e-learning or Web-based learning programs focused on presenting physical classroom-based instructional content
Essays on Teaching Excellence Toward the Best in the Academy Volume 17, Number 3, 2005-06 A publication of The Professional & Organizational Development Network in Higher Education (www.podnetwork.org).
Choosing an LMS FOR EMPLOYEE TRAINING As organizations grow it becomes more challenging to scale your internal learning culture. You must be certain that your staff is trained in the entire organizational
QUEEN S UNIVERSITY BELFAST e-learning and Distance Learning Policy 2009-2012 1 Introduction The University defines e-learning as learning facilitated and supported through the use of information and communication
Recent Research Developments in Learning Technologies (00) 0 0 E-Learning Accessibility for blind students M.Arrigo *, Italian National Research Council - Institute for Educational Technology - Via Ugo
Fully Online or Blended Courses does it make a difference for the learner? D. Sarkis, N. Kee, C.J. Perumalla Department of Physiology, University of Toronto Toronto, Canada firstname.lastname@example.org, email@example.com,
1 of 8 Getting an Edge in Online Education: Developing an Online Learning Web Portal Beate P. Winterstein Educational Research Methodology Department, School of Education PO Box 21670, Curry 210 University
A Best Practice Online Course Architect Svein Nordbotten Department of Information Science and Media Studies University of Bergen, Norway Svein@Nordbotten.com Tor Kristian Bjelland Department of Haugesund
For discussion on 20 April 2007 FCR(2007-08)2 ITEM FOR FINANCE COMMITTEE HEAD 156 GOVERNMENT SECRETARIAT : EDUCATION AND MANPOWER BUREAU New Capital Account Subhead Open University of Hong Kong New Item
General Procedures for Developing an Online Course General Procedures for Developing an Online Course Questions to Ask before you Begin Analysis 1. What is your learner audience? Is the course for beginners
Exploring Learner s Patterns of Using the Online Course Tool in University Classes Yoshihiko Yamamoto and Akinori Usami 54 Abstract Online course tools such as WebCT or Manaba+R are popularly used in university
Implementation of the Web-based Learning in PhD Education Valentina Terzieva, Katia Todorova, Lilia Simeonova Abstract: One of the continuing challenges of education is enabling those who attempt to improve
Checklist of Competencies for Effective Online Teaching 1. Instructional Principles Audience Analysis Who are your learners? What is their reason for taking your class? What is their preparation for success
Tips for Taking nline Classes Student Success Workshop Types of Distance Learning Distance learning occurs outside of the traditional classroom setting. These classes may take place over the internet (i.e.
Teaching online requires faculty members to shift their roles from instructor to facilitator or coach. Content shifts to customized materials and learning includes many active components. Simonson, Smaldino,
E-Commerce Digital Learning by Commercial Vocational Students in Taiwan Ching-San Lai, Professor, Department of Science Education, National Taipei University of Education, Taiwan ABSTRACT The study investigates
ABSTRACT The gap between e-learning managers and users on satisfaction of e-learning in the accounting industry Kai Wen Cheng National Kaohsiung University of Hospitality and Tourism This paper conducted
The Journal of Educators Online-JEO January 2016 ISSN 1547-500X Vol 13 Number 1 25 A Comparison of Reading Response Methods to Increase Student Learning Cheryl J. Davis, Endicott College, Northborough,
99 International Journal of Learning, Teaching and Educational Research Vol. 14, No. 2, pp. 99-110, December 2015 Explorations in Online Learning using Adobe Connect Deirdre Englehart University of Central
EFL LEARNERS PERCEPTIONS OF USING LMS Assist. Prof. Napaporn Srichanyachon Language Institute, Bangkok University firstname.lastname@example.org ABSTRACT The purpose of this study is to present the views, attitudes,
E-LEARNING MANAGEMENT SYSTEM Shu-Hui Jan, Ph.D. Candidate, Department of Civil Engineering, National Taiwan University, No.1, Sec. 4, Roosevelt Road, Taipei, Taiwan E-Mail: email@example.com (Corresponding
The Frame Work Design Of Mobile Learning Management System J.Hemabala Educational Media Centre, NITTTR, Taramani, Chennai 113 firstname.lastname@example.org Abstract This paper is focused on frame work design of
CALL Computer Assisted Language Learning Introduction 1 The Term The term CALL is the acronym of Computer-Assisted Language Learning. There are many other terms used. CALL is the most common term. 2 Definition
Proceedings of the 7th WSEAS International Conference on Distance Learning and Web Engineering, Beijing, China, September 15-17, 2007 310 E-learning Grid - An Online Learning Network FH CHOO, KL GAY, H
Web-Based Educational Resources for Learning and Online Teaching 1 Web-Based Educational Resources for Learning and Online Teaching in Higher Education: The MERLOT Project Emrah Orhun Professor Computer
Footprints Customer Interface Guide Introduction Each support group in MIS has its own Service Desk within the Footprints System, and each service desk has its own colors and banner. Within each service
10 IT Academy Lesson Plan Microsoft Sharepoint Turn potential into success Microsoft Office SharePoint 2010: Lesson Plans Introduction Preparing to teach courses on Microsoft SharePoint 2010 for the first
Instructional Design for Online Educators Course Description Instructional Design for Online Educators focuses on the principles and best practices of successful online course design. Participants practice
Aroyo, L. & Dicheva, D. (2000). Domain and user knowledge in a web-based courseware engineering course, knowledge-based software engineering. In T. Hruska, M. Hashimoto (Eds.) Joint Conference knowledge-based
Chapter 3 FACTORS OF DISTANCE LEARNING 1. FACTORS OF DISTANCE LEARNING Distance learning, where the learner can be anywhere, anytime, is an important component of the future learning system discussed in
PROGRAMME SPECIFICATION POSTGRADUATE PROGRAMMES KEY FACTS Programme name International Business Law (distance learning) Award LLM School The City Law School Department or equivalent Academic Courses Programme
A WEB-BASED KNOWLEDGE AIDED TUTORING SYSTEM FOR VEGETABLE SUPPLY CHAIN Hui Li 2,1, Zetian Fu 1,2,*, Yan Li 3, Jian Zhang 2,1 1 College of Engineering, China Agricultural University, Beijing, China, 100083;
The "Art" of Online Learning: Teaching Visual Art Virtually Professor Barbara Saromines-Ganne Leeward Community College 96-045 Ala Ike Pearl City, Hawaii, USA email@example.com Peter Leong Department of Educational
An Iterative Usability Evaluation Procedure for Interactive Online Courses by Laurie P. Dringus ABSTRACT The Internet and World Wide Web (W3) have afforded distance learners simple links to access information.
Features of the Online Course Table of Contents Course Interface: Overview... 2 Syllabus... 3 Navigating through the Course Content... 4 Learning Modules... 5 Communicating... 5 Assessments... 6 Assignments...
TEACHING WITH MOODLE IN HIGHER EDUCATION Ana Paula Lopes Institute of Accounting and Administration ISCAP Polytechnic Institute of Oporto IPP PORTUGAL firstname.lastname@example.org Abstract Nowadays, with the use
Workflow Driven e-learning: Beyond Collaborative Environments Shazia Sadiq, Wasim Sadiq*, Maria Orlowska School of Computer Science and Electrical Engineering *Distributed Systems Technology Center 1 The
ACTION RESEARCH INTO E-LEARNING CURICULUM DEVELOPMENT FOR LIBRARY AND INFORMATION SCIENCE IN TAIWAN MEI-LING WANG Professor, Graduate Institute of Library, Information and Archival Studies National Cheng-Chi
1 File Sharing: Dropbox Filla Baliwag EDIT 704 Behavior Modeling Instructor Guide Overview This short e-learning course has been created by The Center for Green Schools at the U.S. Green Building Council
Model for E-Learning in Higher Education of Agricultural Extension and Education in Iran Jafar Yaghoubi 1 and Iraj Malekmohammadi 2 1. Assistant Professor, Zanjan University, Iran, Jafar230@yahoo.com 2.
Summer 12 WCSU Online Policy Faculty Senate Distance Education Committee Please see http://library.wcsu.edu/wcsu/distanceed/wiki for a list of committee members and working documents. W e s t e r n C o
New Initiative Way Of Teaching Data Communications And Networking Class Online With Networking Virtual Labs Ronald Mashburn West Texas A & M University 2402 N. 3 rd Ave Canyon, Texas 79016 (806) 651-2968
FAQs Are you New to Continuing Education? If you have never taken a course with us before, please call 705-566-8101, extension 6315 before you register to obtain a new student ID. Are you a Returning Student?
ONTOLOGY BASED FEEDBACK GENERATION IN DESIGN- ORIENTED E-LEARNING SYSTEMS Harrie Passier and Johan Jeuring Faculty of Computer Science, Open University of the Netherlands Valkenburgerweg 177, 6419 AT Heerlen,
Solution Brief for Education Adobe Solutions for Learning Management Systems (LMS) Discover exciting, new ways to create and deliver high-impact elearning content and provide interactive online learning
A framework for the development of online design learning environment Wenzhi Chen* and Manlai You** * Department and Graduate Institute of Industrial Design, Chang Gung University, Tao-Yuan,Taiwan, Graduate
Cisco Collaboration for Higher Education Case Study University of Nebraska at Omaha s College of Education Embraces Collaboration Technology to Create Open Classroom Experience Using collaborative solutions
Asynchronous Learning Networks in Higher Education: A Review of the Literature on Community, Collaboration & Learning Jennifer Scagnelli CREV 580 Techniques for Research in Curriculum and Instruction Fall
Blackboard Version 9.1 - Interactive Tools Contents Edit mode... 2 Selecting the Interactive Tools... 2 Posting an Announcement... 3 Discussion Boards, Blogs, Journals, and Wikis What s the Difference?...
Online Learning Satisfaction of Students with Online Learning Online learning has been shown to be an effective method of delivering course content, however the success of an online learning initiative
Teaching English Language with Cloud Based Tools Dararat Khampusaen The Faculty of Humanities and Social Sciences Khon Kaen University 123 Mitraparp Rd. Khon Kaen 40002 Thailand email@example.com Abstract
Using log data to investigate the impact of (a)synchronous learning tools on LMS interaction Steven Greenland Swinburne University of Technology This paper presents exploratory examination of LMS log data
Social Networking as Support Tool for Online Teaching and Learning Factors and Contributions Hamzah Asyrani Bin Sulaiman 1, Ridza Azri Bin Ramlee 2, Mohd Azlishah Bin Othman 3 Muhammad Harris Bin Misran
Integration of Learning Management Systems with Social Networking Platforms E-learning in a Facebook supported environment Jernej Rožac 1, Matevž Pogačnik 2, Andrej Kos 3 Faculty of Electrical engineering
THE UNIVERSITY OF TEXAS AT BROWNSVILLE College of Education Syllabus Conceptual Framework & Knowledge Base The conceptual framework contains four core concepts, which are themes through which we organize
CASE STUDIES, TECHNOLOGY AND PEDAGOGY: DELIVERING CASES THROUGH MULTIPLE PLATFORMS George Joseph Associate Professor of Accounting University of Massachusetts Lowell Email: firstname.lastname@example.org ABSTRACT
STUDENT PARTICIPATION INDEX: STUDENT ASSESSMENT IN ONLINE COURSES Alan Y K Chan, K O Chow Department of Computer Science City University of Hong Kong K S Cheung School of Continuing Education Hong Kong
INST 5500 Online Course Development Course Syllabus Fall 2015 (Aug 17 Dec 12) 3 GR Semester Hours COURSE DESCRIPTION Designed to synthesize information from educational technology coursework and experiences.
IT Systems Perspective Virtual Teams and Group Collaboration Technologies:Challenges in Supporting Distributed Groups Charles Steinfield Michigan State University Organizations increasingly depend on virtual
A SUCCESSFUL STAND ALONE BRIDGE COURSE Joann Segovia* Professor Minnesota State University Moorhead 1104 7th Avenue South Moorhead, MN 56563 Phone: (218) 477-4067 E-Mail: email@example.com James Hansen
EVALUATING QUALITY IN FULLY ONLINE U.S. UNIVERSITY COURSES: A COMPARISON OF UNIVERSITY OF MARYLAND UNIVERSITY COLLEGE AND TROY UNIVERSITY Susan C. Aldridge University of Maryland University College firstname.lastname@example.org
1 CSN Library Services Strategic Planning - 2014/2016 Context CSN Library Services is committed to: Providing a physical environment for intellectual discovery, collaborative projects and group work, individual
King Fahd University of Petroleum and Minerals DEANSHIP OF ACADEMIC DEVELOPMENT KFUPM ONLINE COURSES: LAST REVISED: March 2003 TABLE OF CONTENTS Page 1. INTRODUCTION 1 2. ESSENTIAL FEATURES FOR AN EFFECTIVE