A Novel Architecture for E-Learning Knowledge Assessment Systems

by: Krzysztof Gierlowski, Krzysztof Nowicki. International Journal of Distance Education Technologies. Hershey: Apr-Jun 2009. Vol. 7, Iss. 2; pg. 1.

Abstract

In this article we propose a novel e-learning system, dedicated strictly to knowledge assessment tasks. In its  functioning it utilizes web-based technologies, but its design differs radically from currently popular e-learning solutions which rely mostly on thin-client architecture. Our research proved that such architecture, while well suited for didactic content distribution systems is ill-suited for knowledge assessment products. In our design we employed loosely-tied distributed system architecture, strict modularity, test and simulation-based knowledge and skill assessment and an our original communications package called Communication Abstraction Layer (ComAL), specifically designed to support communication functions of e-learning systems in diverse network conditions (including offline environment).The system was tested in production environment on Faculty of Electronics, Telecommunications and Informatics, Technical University of Gdansk with great success, reducing staff workload and increasing efficiency of didactic process. Tests also showed system’s versatility as the system was deployed in environments of classroom, remote and blended learning.  [PUBLICATION ABSTRACT]

Economics of distance and online learning : theory, practice, and research

Fisher Library has acquired a new book on eLearning. The details are below:

Economics of distance and online learning : theory, practice, and research / William J. Bramble and Santosh Panda, editors

“This book provides a comprehensive overview of the organizational models of distance and online learning from an international perspective and from the point of view of economic planning, costing and management decision-making. The book points to directions for further research and development in this area, and will promote further understanding and critical reflection on the part of administrators, practitioners and researchers of distance education and training. The experiences and perspectives in distance education in the United States are balanced with those in other areas of the world.”–BOOK JACKET.

A flexible approach

A flexible approach

by Sita Chauhan. E.learning Age. Twyford, Reading: Nov 2008. pg. 14, 2 pgs

Abstract

The arrival of Web 2.0 is transforming virtual learning environments into powerful, versatile platforms that enhance the learning experience of both students in academic institutions and professionals in corporate organizations. The social networking facilities of Web 2.0 allow users to publish their own content on the Web and effortlessly interact with their peers. The benefits of e-learning are often quoted and range from reduced time and cost traveling to external training venues, to personalized learning and reduced cost of learning delivery. E-learning brings opportunities such as collaborative knowledge construction, just-in-time learning, fingertip learning and informal learning. The next wave of e-learning could see virtual learning environments merging with social network environments to become Sloodle as posited by speakers at the 2007 Association for Learning Technologies conference. Virtual learning environments are rapidly morphing into systems that are defined as much by the users as by the educators and facilitators.

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Virtual interaction through video-web communication: A step towards enriching and internationalizing language learning programs

by Kristi Jauregi, Emerita Bañados.

ReCALL : the Journal of EUROCALL. Cambridge: May 2008. Vol. 20, Iss. 2; pages 183-207.

Abstract

This paper describes an intercontinental project with the use of interactive tools, both synchronous and asynchronous, which was set up to internationalize academic learning of Spanish language and culture.
The objective of this case study was to investigate whether video-web communication tools can contribute to enriching the quality of foreign language curricula, by facilitating a motivating virtual communication environment for purposeful interaction between non native and native speakers of Spanish to accomplish learning tasks. The project was carried out between a class of twenty Spanish as foreign language students from the University of Utrecht, The Netherlands, and a class of twenty Chilean trainee Spanish teachers from the University of Concepción, Chile. Students interacted weekly, over two months, in dyads and small groups making use of a video-web communication tool, Adobe Connect.
The video-web communication tool enabled synchronous interactions, during which participants could see each other while talking and sharing audiovisual documents on-line. A blog was also used to promote collaboration, reflection and exchange of ideas about issues raised during the synchronous sessions.
Qualitative data was collected through a questionnaire, analysis of recordings of learners’ interaction sessions and the project blog. Results show a positive impact on motivation and on learning outcomes, particularly regarding understanding of the use of language in given contexts, and of cultural issues.

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Economies of scale and scope in e-learning

by David Morris. Studies in Higher Education, Volume 33, Issue 3 June 2008, pages 331 – 343.

Abstract

Economies of scale are often cited in the higher education literature as being one of the drivers for the deployment of e-learning. They are variously used to support the notions that higher education is becoming more global, that national policy towards e-learning should promote scale efficiencies, that larger institutions will be better able to compete in the future, and that there should be substantial investment in the development of e-learning materials and online courses. These claims are discussed, but it is argued that the evidence is mixed. In particular, many of the supposed benefits of economies of scale derive from the related concept of economies of scope, and an understanding of how economies of scale and scope interact is important in analysing the future development of e-learning. The article argues that economies of scope need to identified, better understood and planned for if we are to realise the potential economic benefits of e-learning. Click here for the full-text.

Advances in e-learning: experiences and methodologies

by Francisco J. Garcia Penalvo (2008 – 397 pages)

“This book explores the technical, pedagogical, methodological, tutorial, legal, and emotional aspects of e-learning, considering and analyzing its different application contexts, and providing researchers and practitioners with an innovative view of e-learning as a lifelong learning tool for scholars in both academic and professional spheres”– Provided by publisher.

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Education for a digital world: advice, guidelines, and effective practice from around the globe

Co-published by BCcampus and Commonwealth of Learning, 2008

“Education for a Digital World contains a comprehensive collection of proven strategies and tools for effective online teaching, based on the principles of learning as a social process. It offers practical, contemporary guidance to support e-learning decision-making, instructional choices, as well as program and course planning, and development.

Practical advice, real-life examples, case studies, and useful resources supply in-depth perspectives about structuring and fostering socially engaging learning in an online environment. A plethora of e-learning topics provide insights, ideas, and usable tools. Tips and evidence-based theory guide administrators, program and course developers, project teams, and teachers through the development of online learning opportunities.” — provided by publisher.

Click here to access the eBook.

The tortoise and the hare enigma in e-transformation in Japanese and Korean higher education

by Colin Latchem, Insung Jung, Kumiko Aoki, Ali Ekrem Ozkul. British Journal of Educational Technology. London: Jul 2008. Vol. 39, Iss. 4; pg. 610

Abstract (Summary)

Japan and Korea have highly developed information and communications technology infrastructures and have recently reformed their higher education systems and encouraged e-transformation.  However, Japanese universities have not embraced e-learning as wholeheartedly as their Korean counterparts.  The paper concludes that this is due to governmental and institutional failure to develop a cogent vision and
strategic plan for e-learning, to recognise the need for fundamental shifts in organisational cultures and structures and pedagogy and to provide training, funding, recognition and reward for such development.
It attributes this to differences in the cultural perspectives, values and customs of the two countries’ policy makers, managers and faculty members.  The findings are seen to hold important lessons for other
countries embarking on e-transformation.

eBook: Computer-supported Collaborative Learning: Best Practices and Principles for Instructors

By Orvis, Kara L. Lassiter, Andrea L. R. (editors)

“This book answers the demand for a thorough resource on techniques to facilitate effective collaborative learning in virtual environments. This book provides must-have information on the role of the instructor in computer-supported collaborative learning, real-world perspectives on virtual learning group collaboration, and supporting learning group motivation” Published 2007 | 336 pages| ISBN: 9781599047553 (electronic bk.) | View this eBook