Knowledge Flow and Learning Design Models towards Lifewide E-Learning Environments

This chapter considers the affordances of social networking theories and tools in building new and effective e-learning 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 “personal learning environments”. In order to provide a guide for the design, development, and improvement of e-learning environments, as well as for the related learning activities, we provide a knowledge flow model and the consequent learning design model, highlighting the stages of learning, 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.

Personalization Services for Online Collaboration and Learning

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 learning. 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 learning skills, to the interaction with other actors, as well as to the growth of the learners’ 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.

Technology Integration Practices within a Socioeconomic Context

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 of teachers’ technology integration in the classroom as it relates to implementing technology interventions to support quality teaching and active student learning. This chapter provides empirical evidence of whether these disparities continue to exist, and their effects on student achievement in the classroom.

Interface and Features for an Automatic ‘C' Program Evaluation System

A system for automatically testing, evaluating, grading, and providing critical feedback for submitted ‘C’ programming assignments has been implemented. The interface and key features of the 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 of the evaluation process, with a fine-grained analysis. It also provides online support to both the instructors and students and is designed for serviceoriented integration with a course management system using Web services.

Supporting Evolution of Knowledge Artifacts in Web Based Learning Environments

The development of collaborative e-learning environments that support the evolution of semantically described knowledge artifacts is a challenging 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 of both domain abstractions and conceptualizations, and data classified using them. The suite includes advanced services for ontology change, comparison and versioning over a common knowledge repository offering persistent storage and validation.

Distance Education

Almost 3.5 million students were taking at least 1 online course during the fall 2006 term. The 9.7 % growth rate for online enrollments far exceeds the 1.5 % growth of the overall higher education student population. (Allen and Seaman, 2007) By 2006, the distance education industry was well 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 likely 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 constructs 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.

The Role of Organizational, Environmental and Human Factors in E-Learning Diffusion

Improvements in technology have led to innovations in training such as Electronic Learning (E-learning). E-learning 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-learning. 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 learners are, to a large extent, the central issue of training. In the case of e-learning we believe that motivation plays a key role in the diffusion of e-learning.

The Role of Learner in an Online Community of Inquiry

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 learning environments validate differences found in 3 presences in an online community of inquiry. Using pre- and post-questionnaires, students enrolled in entry-level courses in 2 graduate degree programs at Athabasca University, Canada, describe their adjustment to online learning. 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 role, course design, and technology. Student comments provide understanding of the experience of first-time online learners, including the challenges, interventions, and resolutions that present themselves as unique incidents. Recommendations for the support and facilitation of adjustment are made.

Social Software for Sustaining Interaction, Collaboration, and Learning in Communities of Practice

The École Polytechnique Fédérale de Lausanne is developing a Web 2.0 social software called eLogbook and designed for sustaining interaction, collaboration, and learning in online communities. This chapter describes the 3A model on which eLogbook is based as well as the main services that the latter provides. The proposed social software has several innovative features that distinguish it from other classical online collaboration solutions. It offers a high-level of flexibility and adaptability so that it can fulfill the requirements of various Communities of Practice. It 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.

Accessible E-Learning

The transformation of the world into a highly technological place has led to the evolution of learning from the traditional classroom to e-learning, 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 learning. This study examines the accessibility, usability, and richness of CMS used for e-Learning in institutions of higher 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 limitations.