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Blended Learning</title> <meta name="description" content="Search results for: model of Blended Learning"> <meta name="keywords" content="model of Blended Learning"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button 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action="https://publications.waset.org/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="model of Blended Learning"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 9015</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: model of Blended Learning</h1> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9015</span> The Future of Blended Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Reem%20A.%20Alebaikan">Reem A. Alebaikan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The emergence of blended learning has been influenced by the rapid changes in Higher Education within the last few years. However, there is a lack of studies that look into the future of blended learning in the Saudi context. The most likely explanation is that blended learning is relatively new and, with respect to learning in general, under-researched. This study addresses this gap and explores the views of lecturers and students towards the future of blended learning in Saudi Arabia. This study was informed by the interpretive paradigm that appears to be most appropriate to understand and interpret the perceptions of students and instructors towards a new learning environment. While globally there has been considerable research on the perceptions of e-learning and blended learning with its different models, there is plenty of space for further research specifically in the Arab region, and in Saudi Arabia where blended learning is now being introduced. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=blended%20learning" title="blended learning">blended learning</a>, <a href="https://publications.waset.org/search?q=higher%20education." title=" higher education."> higher education.</a> </p> <a href="https://publications.waset.org/2005/the-future-of-blended-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/2005/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/2005/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/2005/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/2005/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/2005/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/2005/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/2005/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/2005/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/2005/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/2005/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/2005.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2417</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9014</span> The Model of Blended Learning and Its Use at Foreign Language Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=A.%20A.%20Kudysheva">A. A. Kudysheva</a>, <a href="https://publications.waset.org/search?q=A.%20N.%20Kudyshev"> A. N. Kudyshev</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>In present article the model of Blended Learning, its advantage at foreign language teaching, and also some problems that can arise during its use are considered. The Blended Learning is a special organization of learning, which allows to combine classroom work and modern technologies in electronic distance teaching environment. Nowadays a lot of European educational institutions and companies use such technology. Through this method: student gets the opportunity to learn in a group (classroom) with a teacher and additionally at home at a convenient time; student himself sets the optimal speed and intensity of the learning process; this method helps student to discipline himself and learn to work independently.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Foreign%20language" title="Foreign language">Foreign language</a>, <a href="https://publications.waset.org/search?q=information%20and%20communication%0D%0Atechnology%20%28ICT%29" title=" information and communication technology (ICT)"> information and communication technology (ICT)</a>, <a href="https://publications.waset.org/search?q=model%20of%20Blended%20Learning" title=" model of Blended Learning"> model of Blended Learning</a>, <a href="https://publications.waset.org/search?q=virtual%20cool%20room" title=" virtual cool room"> virtual cool room</a>, <a href="https://publications.waset.org/search?q=technophobia" title=" technophobia"> technophobia</a> </p> <a href="https://publications.waset.org/3128/the-model-of-blended-learning-and-its-use-at-foreign-language-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/3128/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/3128/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/3128/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/3128/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/3128/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/3128/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/3128/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/3128/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/3128/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/3128/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/3128.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">3393</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9013</span> WhatsApp as Part of a Blended Learning Model to Help Programming Novices</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Tlou%20J.%20Ramabu">Tlou J. Ramabu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Programming is one of the challenging subjects in the field of computing. In the higher education sphere, some programming novices’ performance, retention rate, and success rate are not improving. Most of the time, the problem is caused by the slow pace of learning, difficulty in grasping the syntax of the programming language and poor logical skills. More importantly, programming forms part of major subjects within the field of computing. As a result, specialized pedagogical methods and innovation are highly recommended. Little research has been done on the potential productivity of the WhatsApp platform as part of a blended learning model. In this article, the authors discuss the WhatsApp group as a part of blended learning model incorporated for a group of programming novices. We discuss possible administrative activities for productive utilisation of the WhatsApp group on the blended learning overview. The aim is to take advantage of the popularity of WhatsApp and the time students spend on it for their educational purpose. We believe that blended learning featuring a WhatsApp group may ease novices’ cognitive load and strengthen their foundational programming knowledge and skills. This is a work in progress as the proposed blended learning model with WhatsApp incorporated is yet to be implemented.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Blended%20learning" title="Blended learning">Blended learning</a>, <a href="https://publications.waset.org/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/search?q=WhatsApp" title=" WhatsApp"> WhatsApp</a>, <a href="https://publications.waset.org/search?q=programming" title=" programming"> programming</a>, <a href="https://publications.waset.org/search?q=novices" title=" novices"> novices</a>, <a href="https://publications.waset.org/search?q=lecturers." title=" lecturers."> lecturers.</a> </p> <a href="https://publications.waset.org/10010318/whatsapp-as-part-of-a-blended-learning-model-to-help-programming-novices" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10010318/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10010318/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10010318/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10010318/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10010318/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10010318/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10010318/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10010318/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10010318/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10010318/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10010318.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1177</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9012</span> Blended Learning through Google Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Lee%20Bih%20Ni">Lee Bih Ni</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This paper discusses that good learning involves all academic groups in the school. Blended learning is learning outside the classroom. Google Classroom is a free service learning app for schools, non-profit organizations and anyone with a personal Google account. Facilities accessed through computers and mobile phones are very useful for school teachers and students. Blended learning classrooms using both traditional and technology-based methods for teaching have become the norm for many educators. Using Google Classroom gives students access to online learning. Even if the teacher is not in the classroom, the teacher can provide learning. This is the supervision of the form of the teacher when the student is outside the school.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Blended%20learning" title="Blended learning">Blended learning</a>, <a href="https://publications.waset.org/search?q=learning%20app" title=" learning app"> learning app</a>, <a href="https://publications.waset.org/search?q=Google%20classroom" title=" Google classroom"> Google classroom</a>, <a href="https://publications.waset.org/search?q=schools." title=" schools. "> schools. </a> </p> <a href="https://publications.waset.org/10011150/blended-learning-through-google-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10011150/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10011150/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10011150/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10011150/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10011150/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10011150/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10011150/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10011150/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10011150/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10011150/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10011150.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2463</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9011</span> Workplace Learners- Perceptions towards a Blended Learning Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Denys%20Lupshenyuk">Denys Lupshenyuk</a>, <a href="https://publications.waset.org/search?q=Jean%20Adams"> Jean Adams</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The current paper presents the findings of a research study on learners- barriers and motivators engaged into blended programs in a workplace context. In this study, the participants were randomly assigned to one of four parallel e-learning courses, each of which was delivered using a different learning strategy. Data were collected through web-based and telephone surveys developed by the researchers. The results showed that vague instruction, time management, and insufficient feedback were the top-most barriers to blended learning. The major motivators for blended learning included content relevance, flexibility in time, and the ability to work at own pace. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Adult%20education" title="Adult education">Adult education</a>, <a href="https://publications.waset.org/search?q=barriers" title=" barriers"> barriers</a>, <a href="https://publications.waset.org/search?q=blended%20learning" title=" blended learning"> blended learning</a>, <a href="https://publications.waset.org/search?q=motivators" title="motivators">motivators</a>, <a href="https://publications.waset.org/search?q=workplace%20learning." title=" workplace learning."> workplace learning.</a> </p> <a href="https://publications.waset.org/10645/workplace-learners-perceptions-towards-a-blended-learning-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10645/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10645/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10645/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10645/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10645/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10645/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10645/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10645/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10645/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10645/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10645.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2223</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9010</span> A Design of the Infrastructure and Computer Network for Distance Education, Online Learning via New Media, E-Learning and Blended Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Sumitra%20Nuanmeesri">Sumitra Nuanmeesri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The research focus on study, analyze and design the model of the infrastructure and computer networks for distance education, online learning via new media, e-learning and blended learning. The collected information from study and analyze process that information was evaluated by the index of item objective congruence (IOC) by 9 specialists to design model. The results of evaluate the model with the mean and standard deviation by the sample of 9 specialists value is 3.85. The results showed that the infrastructure and computer networks are designed to be appropriate to a great extent appropriate to a great extent.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Blended%20Learning" title="Blended Learning">Blended Learning</a>, <a href="https://publications.waset.org/search?q=New%20Media" title=" New Media"> New Media</a>, <a href="https://publications.waset.org/search?q=Infrastructure%20and%0D%0AComputer%20Network" title=" Infrastructure and Computer Network"> Infrastructure and Computer Network</a>, <a href="https://publications.waset.org/search?q=Tele-Education" title=" Tele-Education"> Tele-Education</a>, <a href="https://publications.waset.org/search?q=Online%20Learning." title=" Online Learning."> Online Learning.</a> </p> <a href="https://publications.waset.org/9999760/a-design-of-the-infrastructure-and-computer-network-for-distance-education-online-learning-via-new-media-e-learning-and-blended-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9999760/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9999760/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9999760/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9999760/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9999760/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9999760/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9999760/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9999760/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9999760/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9999760/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9999760.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2025</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9009</span> The Design of the Blended Learning System via E-Media and Online Learning for the Asynchronous Learning: Case Study of Process Management Subject</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Pimploi%20Tirastittam">Pimploi Tirastittam</a>, <a href="https://publications.waset.org/search?q=Suppara%20Charoenpoom"> Suppara Charoenpoom</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Nowadays the asynchronous learning has granted the permission to the anywhere and anything learning via the technology and E-media which give the learner more convenient. This research is about the design of the blended and online learning for the asynchronous learning of the process management subject in order to create the prototype of this subject asynchronous learning which will create the easiness and increase capability in the learning. The pattern of learning is the integration between the in-class learning and online learning via the internet. This research is mainly focused on the online learning and the online learning can be divided into 5 parts which are virtual classroom, online content, collaboration, assessment and reference material. After the system design was finished, it was evaluated and tested by 5 experts in blended learning design and 10 students which the user’s satisfaction level is good. The result is as good as the assumption so the system can be used in the process management subject for a real usage.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Blended%20Learning" title="Blended Learning">Blended Learning</a>, <a href="https://publications.waset.org/search?q=Asynchronous%20Learning" title=" Asynchronous Learning"> Asynchronous Learning</a>, <a href="https://publications.waset.org/search?q=Design" title=" Design"> Design</a>, <a href="https://publications.waset.org/search?q=Process%20Management." title=" Process Management."> Process Management.</a> </p> <a href="https://publications.waset.org/9999132/the-design-of-the-blended-learning-system-via-e-media-and-online-learning-for-the-asynchronous-learning-case-study-of-process-management-subject" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9999132/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9999132/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9999132/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9999132/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9999132/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9999132/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9999132/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9999132/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9999132/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9999132/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9999132.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1554</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9008</span> The Determinants of Senior Students' Behavioral Intention on the Blended E-Learning for the Ceramics Teaching Course at the Active Aging University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Horng-Jyh%20Chen">Horng-Jyh Chen</a>, <a href="https://publications.waset.org/search?q=Yi-Fang%20Chen"> Yi-Fang Chen</a>, <a href="https://publications.waset.org/search?q=Chien-Liang%20Lin"> Chien-Liang Lin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>In this paper, the authors try to investigate the determinants of behavioral intention of the blended E-learning course for senior students at the Active Ageing University in Taiwan. Due to lower proficiency in the use of computers and less experience on learning styles of the blended E-learning course for senior students will be expected quite different from those for most young students. After more than five weeks course for two years the questionnaire survey is executed to collect data for statistical analysis in order to understand the determinants of the behavioral intention for senior students. The object of this study is at one of the Active Ageing University in Taiwan total of 84 senior students in the blended E-learning for the ceramics teaching course. The research results show that only the perceived usefulness of the blended E-learning course has significant positive relationship with the behavioral intention.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Active%20Aging%20University" title="Active Aging University">Active Aging University</a>, <a href="https://publications.waset.org/search?q=blended%20E-learning" title=" blended E-learning"> blended E-learning</a>, <a href="https://publications.waset.org/search?q=ceramics%20teaching%20course" title=" ceramics teaching course"> ceramics teaching course</a>, <a href="https://publications.waset.org/search?q=behavioral%20intention" title=" behavioral intention"> behavioral intention</a> </p> <a href="https://publications.waset.org/9998575/the-determinants-of-senior-students-behavioral-intention-on-the-blended-e-learning-for-the-ceramics-teaching-course-at-the-active-aging-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9998575/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9998575/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9998575/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9998575/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9998575/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9998575/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9998575/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9998575/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9998575/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9998575/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9998575.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1761</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9007</span> Model to Support Synchronous and Asynchronous in the Learning Process with An Adaptive Hypermedia System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Francisca%20Grim%C3%B3n">Francisca Grimón</a>, <a href="https://publications.waset.org/search?q=Marylin%20Giugni"> Marylin Giugni</a>, <a href="https://publications.waset.org/search?q=Josep%20Monguet%20F."> Josep Monguet F.</a>, <a href="https://publications.waset.org/search?q=Joaqu%C3%ADn%20Fern%C3%A1ndez"> Joaquín Fernández</a>, <a href="https://publications.waset.org/search?q=Luis%20Le%C3%B3n%20G."> Luis León G.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>In blended learning environments, the Internet can be combined with other technologies. The aim of this research was to design, introduce and validate a model to support synchronous and asynchronous activities by managing content domains in an Adaptive Hypermedia System (AHS). The application is based on information recovery techniques, clustering algorithms and adaptation rules to adjust the user's model to contents and objects of study. This system was applied to blended learning in higher education. The research strategy used was the case study method. Empirical studies were carried out on courses at two universities to validate the model. The results of this research show that the model had a positive effect on the learning process. The students indicated that the synchronous and asynchronous scenario is a good option, as it involves a combination of work with the lecturer and the AHS. In addition, they gave positive ratings to the system and stated that the contents were adapted to each user profile.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Blended%20Learning" title="Blended Learning">Blended Learning</a>, <a href="https://publications.waset.org/search?q=System%20Adaptive" title=" System Adaptive"> System Adaptive</a>, <a href="https://publications.waset.org/search?q=Model" title=" Model"> Model</a>, <a href="https://publications.waset.org/search?q=Clustering%20Algorithms." title="Clustering Algorithms.">Clustering Algorithms.</a> </p> <a href="https://publications.waset.org/10129/model-to-support-synchronous-and-asynchronous-in-the-learning-process-with-an-adaptive-hypermedia-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10129/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10129/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10129/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10129/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10129/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10129/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10129/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10129/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10129/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10129/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10129.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1852</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9006</span> Skills Development: The Active Learning Model of a French Computer Science Institute</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=N.%20Paparisteidi">N. Paparisteidi</a>, <a href="https://publications.waset.org/search?q=D.%20Rodamitou"> D. Rodamitou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This article focuses on the skills development and path planning of students studying computer science at EPITECH: French private institute of higher education. We examine students’ points of view and experience in a blended learning model based on a skills development curriculum. The study is based on the collection of four main categories of data: semi-participant observation, distribution of questionnaires, interviews, and analysis of internal school databases. The findings seem to indicate that a skills-based program on active learning enables students to develop their learning strategies as well as their personal skills and to actively engage in the creation of their career path and contribute to providing additional information to curricula planners and decision-makers about learning design in higher education. </p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Active%20learning" title="Active learning">Active learning</a>, <a href="https://publications.waset.org/search?q=blended%20learning" title=" blended learning"> blended learning</a>, <a href="https://publications.waset.org/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/search?q=skills%20development." title=" skills development."> skills development.</a> </p> <a href="https://publications.waset.org/10013205/skills-development-the-active-learning-model-of-a-french-computer-science-institute" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10013205/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013205/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013205/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013205/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013205/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013205/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013205/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013205/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013205/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013205/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013205.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">219</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9005</span> Improving Listening Comprehension for EFL Pre-Intermediate Students through a Blended Learning Strategy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Heba%20Mustafa%20Abdullah">Heba Mustafa Abdullah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The research aimed at examining the effect of using a suggested blended learning (BL) strategy on developing EFL pre- intermediate students. The study adopted the quasi-experimental design. The sample of the research consisted of a group of 26 EFL pre- intermediate students. Tools of the study included a listening comprehension checklist and a pre-post listening comprehension test. Results were discussed in relation to several factors that affected the language learning process. Finally, the research provided beneficial contributions in relation to manipulating BL strategy with respect to language learning process in general and oral language learning in particular.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Blended%20learning" title="Blended learning">Blended learning</a>, <a href="https://publications.waset.org/search?q=English%20as%20a%20foreign%20language" title=" English as a foreign language"> English as a foreign language</a>, <a href="https://publications.waset.org/search?q=listening%20comprehension" title=" listening comprehension"> listening comprehension</a>, <a href="https://publications.waset.org/search?q=oral%20language%20instruction." title=" oral language instruction."> oral language instruction.</a> </p> <a href="https://publications.waset.org/10004649/improving-listening-comprehension-for-efl-pre-intermediate-students-through-a-blended-learning-strategy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10004649/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10004649/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10004649/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10004649/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10004649/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10004649/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10004649/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10004649/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10004649/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10004649/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10004649.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2404</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9004</span> Interactive Effects in Blended Learning Mode: Exploring Hybrid Data Sources and Iterative Linkages</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Hock%20Chuan">Hock Chuan</a>, <a href="https://publications.waset.org/search?q=Lim"> Lim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This paper presents an approach for identifying interactive effects using Network Science (NS) supported by Social Network Analysis (SNA) techniques. Based on general observations that learning processes and behaviors are shaped by the social relationships and influenced by learning environment, the central idea was to understand both the human and non-human interactive effects for a blended learning mode of delivery of computer science modules. Important findings include (a) the importance of non-human nodes to influence the centrality and transfer; (b) the degree of non-human and human connectivity impacts learning. This project reveals that the NS pattern and connectivity as measured by node relationships offer alternative approach for hypothesis generation and design of qualitative data collection. An iterative process further reinforces the analysis, whereas the experimental simulation option itself is an interesting alternative option, a hybrid combination of both experimental simulation and qualitative data collection presents itself as a promising and viable means to study complex scenario such as blended learning delivery mode. The primary value of this paper lies in the design of the approach for studying interactive effects of human (social nodes) and non-human (learning/study environment, Information and Communication Technologies (ICT) infrastructures nodes) components. In conclusion, this project adds to the understanding and the use of SNA to model and study interactive effects in blended social learning.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Blended%20learning" title="Blended learning">Blended learning</a>, <a href="https://publications.waset.org/search?q=network%20science" title=" network science"> network science</a>, <a href="https://publications.waset.org/search?q=social%20learning" title=" social learning"> social learning</a>, <a href="https://publications.waset.org/search?q=social%20network%20analysis" title=" social network analysis"> social network analysis</a>, <a href="https://publications.waset.org/search?q=study%20environment." title=" study environment. "> study environment. </a> </p> <a href="https://publications.waset.org/10010672/interactive-effects-in-blended-learning-mode-exploring-hybrid-data-sources-and-iterative-linkages" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10010672/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10010672/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10010672/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10010672/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10010672/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10010672/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10010672/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10010672/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10010672/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10010672/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10010672.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">658</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9003</span> Learning Style and Learner Satisfaction in a Course Delivery Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Paul%20David%20Henry">Paul David Henry</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This paper describes the results and implications of a correlational study of learning styles and learner satisfaction. The relationship of these empirical concepts was examined in the context of traditional versus e-blended modes of course delivery in an introductory graduate research course. Significant results indicated that the visual side of the visual-verbal dimension of students- learning style(s) was positively correlated to satisfaction with themselves as learners in an e-blended course delivery mode and negatively correlated to satisfaction with the classroom environment in the context of a traditional classroom course delivery mode.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Course%20delivery%20mode" title="Course delivery mode">Course delivery mode</a>, <a href="https://publications.waset.org/search?q=e-blended" title=" e-blended"> e-blended</a>, <a href="https://publications.waset.org/search?q=hybrid" title=" hybrid"> hybrid</a>, <a href="https://publications.waset.org/search?q=learner%20satisfaction" title=" learner satisfaction"> learner satisfaction</a>, <a href="https://publications.waset.org/search?q=learning%20style." title=" learning style."> learning style.</a> </p> <a href="https://publications.waset.org/7316/learning-style-and-learner-satisfaction-in-a-course-delivery-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/7316/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/7316/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/7316/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/7316/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/7316/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/7316/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/7316/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/7316/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/7316/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/7316/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/7316.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1690</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9002</span> E-Learning Experiences of Hong Kong Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=J.%20Lam">J. Lam</a>, <a href="https://publications.waset.org/search?q=R.%20Chan"> R. Chan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The adoption of e-learning in Hong Kong has been increasing rapidly in the past decade. To understand the e-learning experiences of the students, the School of Professional and Continuing Education of The University of Hong Kong conducted a survey. The survey aimed to collect students- experiences in using learning management system, their perceived e-learning advantages, barriers in e-learning and preferences in new e-learning development. A questionnaire with 84 questions was distributed in mid 2012 and 608 valid responds were received. The analysis results showed that the students found e-learning helpful to their study. They preferred interactive functions and mobile features. Blended learning mode, both face-to-face learning mode integrated with online learning and face-to-face learning mode supplemented with online resources, were preferred by the students. The results of experiences of Hong Kong students in e-learning provided a contemporary reference to the e-learning practitioners to understand the e-learning situation in Asia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=E-learning" title="E-learning">E-learning</a>, <a href="https://publications.waset.org/search?q=blended%20learning" title=" blended learning"> blended learning</a>, <a href="https://publications.waset.org/search?q=learning%20experience" title=" learning experience"> learning experience</a>, <a href="https://publications.waset.org/search?q=learning%20management%20system." title=" learning management system."> learning management system.</a> </p> <a href="https://publications.waset.org/14059/e-learning-experiences-of-hong-kong-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/14059/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/14059/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/14059/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/14059/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/14059/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/14059/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/14059/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/14059/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/14059/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/14059/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/14059.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1752</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9001</span> E-learning for Professional Education of Personnel in a Hospital</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=G.%20Cossu">G. Cossu</a>, <a href="https://publications.waset.org/search?q=A.%20Esposito"> A. Esposito</a>, <a href="https://publications.waset.org/search?q=G.%20Picco"> G. Picco</a>, <a href="https://publications.waset.org/search?q=C.%20Scrizzi"> C. Scrizzi</a>, <a href="https://publications.waset.org/search?q=A.%20Tartaglia"> A. Tartaglia</a>, <a href="https://publications.waset.org/search?q=E.%20Tresso"> E. Tresso</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A collaboration among the Hospital S. Giovanni Battista of Turin, the Politecnico of Turin, and the MUST company is described. The content of the collaboration has been and is the use of ICT-s, e-learning, and blended learning for the internal professional education, training, and keeping up to date of the personnel of the hospital. A platform for the delivery of the teaching materials has been built, including an evaluation and self-evaluation tool. The first on line courses have been developed and delivered and many more are in preparation. The first results of the monitoring of the efficacy of the online education have been positive. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=E-learning" title="E-learning">E-learning</a>, <a href="https://publications.waset.org/search?q=blended%20learning" title=" blended learning"> blended learning</a>, <a href="https://publications.waset.org/search?q=on%20line%20education" title=" on line education"> on line education</a>, <a href="https://publications.waset.org/search?q=ICT." title=" ICT."> ICT.</a> </p> <a href="https://publications.waset.org/13894/e-learning-for-professional-education-of-personnel-in-a-hospital" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/13894/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/13894/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/13894/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/13894/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/13894/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/13894/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/13894/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/13894/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/13894/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/13894/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/13894.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1356</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9000</span> Conceptual Model for Massive Open Online Blended Courses Based on Disciplines’ Concepts Capitalization and Obstacles’ Detection</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=N.%20Hammid">N. Hammid</a>, <a href="https://publications.waset.org/search?q=F.%20Bouarab-Dahmani"> F. Bouarab-Dahmani</a>, <a href="https://publications.waset.org/search?q=T.%20Berkane"> T. Berkane </a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Since its appearance, the MOOC (massive open online course) is gaining more and more intention of the educational communities over the world. Apart from the current MOOCs design and purposes, the creators of MOOC focused on the importance of the connection and knowledge exchange between individuals in learning. In this paper, we present a conceptual model for massive open online blended courses where teachers over the world can collaborate and exchange their experience to get a common efficient content designed as a MOOC opened to their students to live a better learning experience. This model is based on disciplines’ concepts capitalization and the detection of the obstacles met by their students when faced with problem situations (exercises, projects, case studies, etc.). This detection is possible by analyzing the frequently of semantic errors committed by the students. The participation of teachers in the design of the course and the attendance by their students can guarantee an efficient and extensive participation (an important number of participants) in the course, the learners’ motivation and the evaluation issues, in the way that the teachers designing the course assess their students. Thus, the teachers review, together with their knowledge, offer a better assessment and efficient connections to their students.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=MOOC" title="MOOC">MOOC</a>, <a href="https://publications.waset.org/search?q=Massive%20Open%20Online%20Courses" title=" Massive Open Online Courses"> Massive Open Online Courses</a>, <a href="https://publications.waset.org/search?q=Online%20learning" title=" Online learning"> Online learning</a>, <a href="https://publications.waset.org/search?q=E-learning" title=" E-learning"> E-learning</a>, <a href="https://publications.waset.org/search?q=Blended%20learning." title=" Blended learning."> Blended learning.</a> </p> <a href="https://publications.waset.org/10006961/conceptual-model-for-massive-open-online-blended-courses-based-on-disciplines-concepts-capitalization-and-obstacles-detection" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10006961/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10006961/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10006961/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10006961/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10006961/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10006961/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10006961/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10006961/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10006961/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10006961/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10006961.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">941</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8999</span> The Implementation of Self-Determination Theory on the Opportunities and Challenges for Blended e-Learning in Motivating Egyptian Logistic Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Aisha%20Tarek%20Noour">Aisha Tarek Noour</a>, <a href="https://publications.waset.org/search?q=Nick%20Hubbard"> Nick Hubbard</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Learner motivation is considered to be an important component for the Blended e-Learning (BL) Method. BL is an effective learning method in multiple domains, which opens several opportunities for its participants to engage in the learning environment. This research explores the learners’ perspective of BL according to the Self-Determination Theory (SDT). It identifies the opportunities and challenges for using the BL in Logistics Education (LE) in Egyptian Higher Education (HE). SDT is approached from different perspectives within the relationship between Intrinsic Motivation (IM), Extrinsic Motivation (EM) and Amotivation (AM). A self-administered face-to-face questionnaire was used to collect data from learners who were geographically widely spread around three colleges of International Transport and Logistics (CILTs) at the Arab Academy for Science, Technology and Maritime Transport (AAST&MT) in Egypt. Six hundred and sixteen undergraduates responded to a questionnaire survey. Respondents were drawn from three branches in Greater Cairo, Alexandria, and Port Said. The data analysis used was SPSS 22 and AMOS 18.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Intrinsic%20Motivation" title="Intrinsic Motivation">Intrinsic Motivation</a>, <a href="https://publications.waset.org/search?q=Extrinsic%20Motivation" title=" Extrinsic Motivation"> Extrinsic Motivation</a>, <a href="https://publications.waset.org/search?q=Amotivation" title=" Amotivation"> Amotivation</a>, <a href="https://publications.waset.org/search?q=Blended%20e-Learning" title=" Blended e-Learning"> Blended e-Learning</a>, <a href="https://publications.waset.org/search?q=Self%20Determination%20Theory." title=" Self Determination Theory."> Self Determination Theory.</a> </p> <a href="https://publications.waset.org/10000122/the-implementation-of-self-determination-theory-on-the-opportunities-and-challenges-for-blended-e-learning-in-motivating-egyptian-logistic-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10000122/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10000122/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10000122/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10000122/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10000122/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10000122/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10000122/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10000122/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10000122/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10000122/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10000122.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2375</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8998</span> Process-Oriented Learning Requirements for Employees and for Organizations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Richard%20Pircher">Richard Pircher</a>, <a href="https://publications.waset.org/search?q=Lukas%20Zenk"> Lukas Zenk</a>, <a href="https://publications.waset.org/search?q=Hanna%20Risku"> Hanna Risku</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Using activity theory, organisational theory and didactics as theoretical foundations, a comprehensive model of the organisational dimensions relevant for learning and knowledge transfer will be developed. In a second step, a Learning Assessment Guideline will be elaborated. This guideline will be designed to permit a targeted analysis of organisations to identify the status quo in those areas crucial to the implementation of learning and knowledge transfer. In addition, this self-analysis tool will enable learning managers to select adequate didactic models for e- and blended learning. As part of the European Integrated Project "Process-oriented Learning and Information Exchange" (PROLIX), this model of organisational prerequisites for learning and knowledge transfer will be empirically tested in four profit and non-profit organisations in Great Britain, Germany and France (to be finalized in autumn 2006). The findings concern not only the capability of the model of organisational dimensions, but also the predominant perceptions of and obstacles to learning in organisations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Activity%20theory" title="Activity theory">Activity theory</a>, <a href="https://publications.waset.org/search?q=knowledge%20management%0Aorganisational%20theory" title=" knowledge management organisational theory"> knowledge management organisational theory</a>, <a href="https://publications.waset.org/search?q=%22Process-oriented%20Learning%20and%20Information%0AExchange%22%20%28PROLIX%29." title=" "Process-oriented Learning and Information Exchange" (PROLIX)."> "Process-oriented Learning and Information Exchange" (PROLIX).</a> </p> <a href="https://publications.waset.org/6663/process-oriented-learning-requirements-for-employees-and-for-organizations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/6663/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/6663/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/6663/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/6663/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/6663/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/6663/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/6663/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/6663/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/6663/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/6663/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/6663.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1745</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8997</span> Virtual Learning Environments in Spanish Traditional Universities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Leire%20Urcola">Leire Urcola</a>, <a href="https://publications.waset.org/search?q=Amaia%20Altuzarra"> Amaia Altuzarra</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This communication is intended to provide some issues for thought on the importance of implementation of Blended Learning in traditional universities, particularly in the Spanish university system. In this respect, we believe that virtual environments are likely to meet some of the needs raised by the Bologna agreement, trying to maintain the quality of teaching and at the same time taking advantage of the functionalities that virtual learning platforms offer. We are aware that an approach of learning from an open and constructivist nature in universities is a complex process that faces significant technological, administrative and human barriers. Therefore, in order to put plans in our universities, it is necessary to analyze the state of the art of some indicators relating to the use of ICT, with special attention to virtual teaching and learning, so that we can identify the main obstacles and design adaptive strategies for their full integration in the education system. Finally, we present major initiatives launched in the European and state framework for the effective implementation of new virtual environments in the area of higher education.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Blended%20learning" title="Blended learning">Blended learning</a>, <a href="https://publications.waset.org/search?q=e-Learning" title=" e-Learning"> e-Learning</a>, <a href="https://publications.waset.org/search?q=ICT" title=" ICT"> ICT</a>, <a href="https://publications.waset.org/search?q=Virtual%20LearningEnvironments" title=" Virtual LearningEnvironments"> Virtual LearningEnvironments</a> </p> <a href="https://publications.waset.org/10804/virtual-learning-environments-in-spanish-traditional-universities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10804/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10804/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10804/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10804/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10804/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10804/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10804/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10804/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10804/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10804/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10804.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1438</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8996</span> Flipped Classroom in Bioethics Education: A Blended and Interactive Online Learning Courseware that Enhances Active Learning and Student Engagement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Molly%20P.%20M.%20Wong">Molly P. M. Wong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>In this study, a blended and interactive e-learning Courseware that our team developed will be introduced, and our team’s experiences on how the e-learning Courseware and the flipped classroom benefit student learning in bioethics in the medical program will be shared. This study is a continuation of the previously established study, which provides a summary of the well-developed e-learning Courseware in a blended learning approach and an update on its efficiency and efficacy. First, a collection of animated videos capturing selected topics of bioethics and related ethical issues and dilemma will be introduced. Next, a selection of problem-based learning videos (“simulated doctor-patient role play”) with pop-up questions and discussions will be further discussed. Our findings demonstrated that these activities launched by the Courseware strongly engaged students in bioethics education and enhanced students’ critical thinking and creativity. Moreover, the educational benefits of the online art exhibition, art jamming and competition will be discussed, through which students could express bioethics through arts and enrich their learning in medical research in an interactive, fun and entertaining way, strengthening their interests in bioethics. Furthermore, online survey questionnaires and focus group interviews were conducted. Our results indicated that implementing the e-learning Courseware with a flipped classroom in bioethics education enhanced both active learning and student engagement. In conclusion, our Courseware not only reinforces education in art, bioethics and medicine, but also benefits students in understanding and critical thinking in socio-ethical issues, and serves as a valuable learning tool in bioethics teaching and learning.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Bioethics" title="Bioethics">Bioethics</a>, <a href="https://publications.waset.org/search?q=courseware" title=" courseware"> courseware</a>, <a href="https://publications.waset.org/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/search?q=flipped%20classroom." title=" flipped classroom."> flipped classroom.</a> </p> <a href="https://publications.waset.org/10012697/flipped-classroom-in-bioethics-education-a-blended-and-interactive-online-learning-courseware-that-enhances-active-learning-and-student-engagement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10012697/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10012697/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10012697/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10012697/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10012697/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10012697/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10012697/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10012697/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10012697/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10012697/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10012697.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">498</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8995</span> Motivating the Independent Learner at the Arab Open University, Kuwait</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Hassan%20A.%20Sharafuddin">Hassan A. Sharafuddin</a>, <a href="https://publications.waset.org/search?q=Chekra%20A.%20Allani"> Chekra A. Allani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Academicians at the Arab Open University have always voiced their concern about the efficacy of the blended learning process. Based on 75% independent study and 25% face-toface tutorial, it poses the challenge of the predisposition to adjustment. Being used to the psychology of traditional educational systems, AOU students cannot be easily weaned from being spoonfed. Hence they lack the motivation to plunge into self-study. For better involvement of AOU students into the learning practices, it is imperative to diagnose the factors that impede or increase their motivation. This is conducted through an empirical study grounded upon observations and tested hypothesis and aimed at monitoring and optimizing the students’ learning outcome. Recommendations of the research will follow the findings. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Academic%20performance" title="Academic performance">Academic performance</a>, <a href="https://publications.waset.org/search?q=blended%20learning" title=" blended learning"> blended learning</a>, <a href="https://publications.waset.org/search?q=educational%20psychology" title=" educational psychology"> educational psychology</a>, <a href="https://publications.waset.org/search?q=independent%20study" title=" independent study"> independent study</a>, <a href="https://publications.waset.org/search?q=pedagogy." title=" pedagogy."> pedagogy.</a> </p> <a href="https://publications.waset.org/10001780/motivating-the-independent-learner-at-the-arab-open-university-kuwait" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10001780/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10001780/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10001780/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10001780/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10001780/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10001780/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10001780/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10001780/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10001780/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10001780/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10001780.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2516</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8994</span> Dental Students’ Attitude towards Problem-Based Learning before and after Implementing 3D Electronic Dental Models</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Hai%20Ming%20Wong">Hai Ming Wong</a>, <a href="https://publications.waset.org/search?q=Kuen%20Wai%20Ma"> Kuen Wai Ma</a>, <a href="https://publications.waset.org/search?q=Lavender%20Yu%20Xin%20Yang"> Lavender Yu Xin Yang</a>, <a href="https://publications.waset.org/search?q=Yanqi%20Yang"> Yanqi Yang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Objectives: In recent years, the Faculty of Dentistry of the University of Hong Kong have extended the implementation of 3D electronic models (e-models) into problem-based learning (PBL) of the Bachelor of Dental Surgery (BDS) curriculum, aiming at mutual enhancement of PBL teaching quality and the students’ skills in using e-models. This study focuses on the effectiveness of e-models serving as a tool to enhance the students’ skills and competences in PBL. Methods: The questionnaire surveys are conducted to measure 50 fourth-year BDS students’ attitude change between beginning and end of blended PBL tutorials. The response rate of this survey is 100%. Results: The results of this study show the students’ agreement on enhancement of their learning experience after e-model implementation and their expectation to have more blended PBL courses in the future. The potential of e-models in cultivating students’ self-learning skills reduces their dependence on others, while improving their communication skills to argue about pros and cons of different treatment options. The students’ independent thinking ability and problem solving skills are promoted by e-model implementation, resulting in better decision making in treatment planning. Conclusion: It is important for future dental education curriculum planning to cope with the students’ needs, and offer support in the form of software, hardware and facilitators’ assistance for better e-model implementation.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Problem-Based%20learning" title="Problem-Based learning">Problem-Based learning</a>, <a href="https://publications.waset.org/search?q=curriculum" title=" curriculum"> curriculum</a>, <a href="https://publications.waset.org/search?q=dental%20education" title=" dental education"> dental education</a>, <a href="https://publications.waset.org/search?q=3-D%20electronic%20models." title=" 3-D electronic models."> 3-D electronic models.</a> </p> <a href="https://publications.waset.org/10007281/dental-students-attitude-towards-problem-based-learning-before-and-after-implementing-3d-electronic-dental-models" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10007281/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10007281/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10007281/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10007281/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10007281/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10007281/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10007281/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10007281/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10007281/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10007281/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10007281.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">6528</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8993</span> The Effect of Canard Configurations to the Aerodynamics of the Blended Wing Body</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Zurriati%20Mohd%20Ali">Zurriati Mohd Ali</a>, <a href="https://publications.waset.org/search?q=Wahyu%20Kuntjoro"> Wahyu Kuntjoro</a>, <a href="https://publications.waset.org/search?q=Wirachman%20Wisnoe"> Wirachman Wisnoe </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aerodynamics characteristics of a blended-wing body (BWB) aircraft were obtained in Universiti Teknologi MARA low speed wind tunnel. The scaled-down of BWB model consisted of a canard as its horizontal stabilizer. There were four canards with different aspect ratio used in the experiments. Canard setting angles were varied from -20q to 20q. All tests were conducted at velocity of 35 m/s, with Mach number 0.1. At low angles of attacks, the increment of lift slope for various canards aspect ratio is small and almost constant. Higher canard aspect ratio will cause higher drag. However, canard has a high effect to the moment at zero lift, CM,0.The visualization using mini tuff was performed to observe the airflow at the upper surface of canard. KeywordsAerodynamics,blended-wing body, canard, wind tunnel. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Aerodynamics" title="Aerodynamics">Aerodynamics</a>, <a href="https://publications.waset.org/search?q=blended-wing%20body" title="blended-wing body">blended-wing body</a>, <a href="https://publications.waset.org/search?q=canard" title=" canard"> canard</a>, <a href="https://publications.waset.org/search?q=wind%20tunnel." title=" wind tunnel. "> wind tunnel. </a> </p> <a href="https://publications.waset.org/5463/the-effect-of-canard-configurations-to-the-aerodynamics-of-the-blended-wing-body" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/5463/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/5463/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/5463/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/5463/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/5463/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/5463/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/5463/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/5463/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/5463/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/5463/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/5463.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">5520</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8992</span> Learners- Perceptions of Mobile Devices for Learning in Higher Education - Towards a Mobile Learning Pedagogical Framework</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Conradie">Conradie</a>, <a href="https://publications.waset.org/search?q=P.W."> P.W.</a>, <a href="https://publications.waset.org/search?q=Lombard"> Lombard</a>, <a href="https://publications.waset.org/search?q=A."> A.</a>, <a href="https://publications.waset.org/search?q=Moller"> Moller</a>, <a href="https://publications.waset.org/search?q=M."> M.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The dramatic effect of information technology on society is undeniable. In education, it is evident in the use of terms like active learning, blended learning, electronic learning and mobile learning (ubiquitous learning). This study explores the perceptions of 54 learners in a higher education institution regarding the use of mobile devices in a third year module. Using semi-structured interviews, it was found that mobile devices had a positive impact on learner motivation, engagement and enjoyment. It also improved the consistency of learning material, and the convenience and flexibility (anywhere, anytime) of learning. User-interfacelimitation, bandwidth and cognitive overload, however, were of concern. The use of cloud based resources like Youtube and Google Docs, through mobile devices, positively influenced learner perceptions, making them prosumers (both consumers and producers) of education content. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Active%20learning" title="Active learning">Active learning</a>, <a href="https://publications.waset.org/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/search?q=mobile%20learning" title=" mobile learning"> mobile learning</a>, <a href="https://publications.waset.org/search?q=pedagogy." title=" pedagogy."> pedagogy.</a> </p> <a href="https://publications.waset.org/5288/learners-perceptions-of-mobile-devices-for-learning-in-higher-education-towards-a-mobile-learning-pedagogical-framework" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/5288/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/5288/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/5288/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/5288/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/5288/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/5288/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/5288/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/5288/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/5288/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/5288/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/5288.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2195</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8991</span> Building an e-Learning System Model with Implications for Research and Instructional Use</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Kuan-Chou%20Chen">Kuan-Chou Chen</a>, <a href="https://publications.waset.org/search?q=Keh-Wen%20%E2%80%9CCarin%E2%80%9D%20Chuang"> Keh-Wen “Carin” Chuang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper demonstrates a model of an e-Learning system based on nowadays learning theory and distant education practice. The relationships in the model are designed to be simple and functional and do not necessarily represent any particular e- Learning environments. It is meant to be a generic e-Learning system model with implications for any distant education course instructional design. It allows online instructors to move away from the discrepancy between the courses and body of knowledge. The interrelationships of four primary sectors that are at the e-Learning system are presented in this paper. This integrated model includes [1] pedagogy, [2] technology, [3] teaching, and [4] learning. There are interactions within each of these sectors depicted by system loop map. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=e-Learning%20system" title="e-Learning system">e-Learning system</a>, <a href="https://publications.waset.org/search?q=online%20courses%20instructionaldesign" title=" online courses instructionaldesign"> online courses instructionaldesign</a>, <a href="https://publications.waset.org/search?q=integrated%20model" title=" integrated model"> integrated model</a>, <a href="https://publications.waset.org/search?q=interrelationships." title=" interrelationships."> interrelationships.</a> </p> <a href="https://publications.waset.org/13332/building-an-e-learning-system-model-with-implications-for-research-and-instructional-use" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/13332/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/13332/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/13332/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/13332/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/13332/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/13332/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/13332/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/13332/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/13332/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/13332/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/13332.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1517</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8990</span> Engineering of E-Learning Content Creation: Case Study for African Countries</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Mar%C3%ADa-Dolores%20Afonso-Su%C3%A1rez">María-Dolores Afonso-Suárez</a>, <a href="https://publications.waset.org/search?q=Nayra%20Pumar-Carreras"> Nayra Pumar-Carreras</a>, <a href="https://publications.waset.org/search?q=Juan%20Ruiz-Alzola"> Juan Ruiz-Alzola</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This research addresses the use of an e-Learning creation methodology for learning objects. Throughout the process, indicators are being gathered, to determine if it responds to the main objectives of an engineering discipline. These parameters will also indicate if it is necessary to review the creation cycle and readjust any phase. Within the project developed for this study, apart from the use of structured methods, there has been a central objective: the establishment of a learning atmosphere. A place where all the professionals involved are able to collaborate, plan, solve problems and determine guides to follow in order to develop creative and innovative solutions. It has been outlined as a blended learning program with an assessment plan that proposes face to face lessons, coaching, collaboration, multimedia and web based learning objects as well as support resources. The project has been drawn as a long term task, the pilot teaching actions designed provide the preliminary results object of study. This methodology is been used in the creation of learning content for the African countries of Senegal, Mauritania and Cape Verde. It has been developed within the framework of the MACbioIDi, an Interreg European project for the International cooperation and development. The educational area of this project is focused in the training and advice of professionals of the medicine as well as engineers in the use of applications of medical imaging technology, specifically the 3DSlicer application and the Open Anatomy Browser.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Teaching%20contents%20engineering" title="Teaching contents engineering">Teaching contents engineering</a>, <a href="https://publications.waset.org/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/search?q=blended%20learning" title=" blended learning"> blended learning</a>, <a href="https://publications.waset.org/search?q=international%20cooperation" title=" international cooperation"> international cooperation</a>, <a href="https://publications.waset.org/search?q=3DSlicer" title=" 3DSlicer"> 3DSlicer</a>, <a href="https://publications.waset.org/search?q=open%20anatomy%20browser." title=" open anatomy browser."> open anatomy browser.</a> </p> <a href="https://publications.waset.org/10010195/engineering-of-e-learning-content-creation-case-study-for-african-countries" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10010195/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10010195/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10010195/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10010195/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10010195/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10010195/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10010195/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10010195/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10010195/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10010195/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10010195.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1047</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8989</span> Effects of Temperature and Enzyme Concentration on Quality of Pineapple and Pawpaw Blended Juice</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ndidi%20F.%20Amulu">Ndidi F. Amulu</a>, <a href="https://publications.waset.org/search?q=Calistus%20N.%20Ude"> Calistus N. Ude</a>, <a href="https://publications.waset.org/search?q=Patrick%20E.%20Amulu"> Patrick E. Amulu</a>, <a href="https://publications.waset.org/search?q=Nneka%20N.%20Uchegbu"> Nneka N. Uchegbu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The effects of temperature and enzyme concentration on the quality of mixed pineapple and pawpaw blended fruits juice were studied. Extracts of the two fruit juices were separately treated at 70  for 15 min each so as to inactivate micro-organisms. They were analyzed and blended in different proportions of 70% pawpaw and 30% pineapple, 60% pawpaw and 40% pineapple, 50% pineapple and 50% pawpaw, 40% pawpaw and 60% pineapple. The characterization of the fresh pawpaw and pineapple juice before blending showed that the juices have good quality. The high water content of the product may have affected the viscosity, vitamin C content and total soluble solid of the blended juice to be low. The effects of the process parameters on the quality showed that better quality of the blended juice can be obtained within the optimum temperature range of (50-70 °C) and enzyme concentration range (0.12-0.18 w/v). The ratio of mix 60% pineapple juice: 40% pawpaw juice has better quality. This showed that pawpaw and pineapple juices can blend effectively to produce a quality juice. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Clarification" title="Clarification">Clarification</a>, <a href="https://publications.waset.org/search?q=pawpaw" title=" pawpaw"> pawpaw</a>, <a href="https://publications.waset.org/search?q=pineapple" title=" pineapple"> pineapple</a>, <a href="https://publications.waset.org/search?q=viscosity" title=" viscosity"> viscosity</a>, <a href="https://publications.waset.org/search?q=vitamin%20C." title=" vitamin C."> vitamin C.</a> </p> <a href="https://publications.waset.org/10007981/effects-of-temperature-and-enzyme-concentration-on-quality-of-pineapple-and-pawpaw-blended-juice" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10007981/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10007981/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10007981/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10007981/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10007981/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10007981/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10007981/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10007981/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10007981/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10007981/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10007981.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1826</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8988</span> e/b-Learning Activities and High School Pedagogy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Rui%20Antunes">Rui Antunes</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article presents the implementation of several different e/b-Learning collaborative activities, used to improve the students learning process in an high school Polytechnic Institution. A new learning model arises, based on a combination between face-toface and distance leaning. Learning is now becoming centered with the development of collaborative activities, and its actors (teachers and students) have to be re-socialized to a new e/b-Learning paradigm. Measuring approaches are proposed for this model and results are presented, showing prospective correlation between students learning success and the use of online collaborative activities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=e%2Fb-Learning" title="e/b-Learning">e/b-Learning</a>, <a href="https://publications.waset.org/search?q=Collaborative%20Learning" title=" Collaborative Learning"> Collaborative Learning</a>, <a href="https://publications.waset.org/search?q=TeachingCommunities" title=" TeachingCommunities"> TeachingCommunities</a>, <a href="https://publications.waset.org/search?q=Web-based%20Courseware" title=" Web-based Courseware"> Web-based Courseware</a> </p> <a href="https://publications.waset.org/11324/eb-learning-activities-and-high-school-pedagogy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/11324/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/11324/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/11324/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/11324/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/11324/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/11324/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/11324/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/11324/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/11324/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/11324/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/11324.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1705</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8987</span> A Novel Adaptive E-Learning Model Based on Developed Learner's Styles</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Hazem%20M.%20El-Bakry">Hazem M. El-Bakry</a>, <a href="https://publications.waset.org/search?q=Ahmed%20A.%20Saleh"> Ahmed A. Saleh</a>, <a href="https://publications.waset.org/search?q=Taghreed%20T.%20Asfour"> Taghreed T. Asfour</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Adaptive e-learning today gives the student a central role in his own learning process. It allows learners to try things out, participate in courses like never before, and get more out of learning than before. In this paper, an adaptive e-learning model for logic design, simplification of Boolean functions and related fields is presented. Such model presents suitable courses for each student in a dynamic and adaptive manner using existing database and workflow technologies. The main objective of this research work is to provide an adaptive e-learning model based learners' personality using explicit and implicit feedback. To recognize the learner-s, we develop dimensions to decide each individual learning style in order to accommodate different abilities of the users and to develop vital skills. Thus, the proposed model becomes more powerful, user friendly and easy to use and interpret. Finally, it suggests a learning strategy and appropriate electronic media that match the learner-s preference. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Adaptive%20learning" title="Adaptive learning">Adaptive learning</a>, <a href="https://publications.waset.org/search?q=Learning%20styles" title=" Learning styles"> Learning styles</a>, <a href="https://publications.waset.org/search?q=Teaching%0Astrategies." title=" Teaching strategies."> Teaching strategies.</a> </p> <a href="https://publications.waset.org/15243/a-novel-adaptive-e-learning-model-based-on-developed-learners-styles" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/15243/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/15243/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/15243/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/15243/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/15243/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/15243/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/15243/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/15243/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/15243/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/15243/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/15243.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2024</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8986</span> Student and Group Activity Level Assessment in the ELARS Recommender System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Martina%20Holenko%20Dlab">Martina Holenko Dlab</a>, <a href="https://publications.waset.org/search?q=Natasa%20Hoic-Bozic"> Natasa Hoic-Bozic</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This paper presents an original approach to student and group activity level assessment that relies on certainty factors theory. Activity level is used to represent quantity and continuity of student’s contributions in individual and collaborative e‑learning activities (e‑tivities) and is calculated to assist teachers in assessing quantitative aspects of student's achievements. Calculated activity levels are also used to raise awareness and provide recommendations during the learning process. The proposed approach was implemented within the educational recommender system ELARS and validated using data obtained from e‑tivity realized during a blended learning course. The results showed that the proposed approach can be used to estimate activity level in the context of e-tivities realized using Web 2.0 tools as well as to facilitate the assessment of quantitative aspect of students’ participation in e‑tivities.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Assessment" title="Assessment">Assessment</a>, <a href="https://publications.waset.org/search?q=ELARS" title=" ELARS"> ELARS</a>, <a href="https://publications.waset.org/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/search?q=recommender%20systems" title=" recommender systems"> recommender systems</a>, <a href="https://publications.waset.org/search?q=student%20model." title=" student model. "> student model. </a> </p> <a href="https://publications.waset.org/10008027/student-and-group-activity-level-assessment-in-the-elars-recommender-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10008027/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10008027/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10008027/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10008027/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10008027/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10008027/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a 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