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e-learning</title> <meta name="description" content="Search results for: e-learning"> <meta name="keywords" content="e-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 class="d-block d-lg-none navbar-toggler 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class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="e-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> 24</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: e-learning</h1> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">24</span> eLearning Tools Evaluation based on Quality Concept Distance Computing. A Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Mihai%20Caramihai">Mihai Caramihai</a>, <a href="https://publications.waset.org/search?q=Irina%20Severin"> Irina Severin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Despite the extensive use of eLearning systems, there is no consensus on a standard framework for evaluating this kind of quality system. Hence, there is only a minimum set of tools that can supervise this judgment and gives information about the course content value. This paper presents two kinds of quality set evaluation indicators for eLearning courses based on the computational process of three known metrics, the Euclidian, Hamming and Levenshtein distances. The 鈥渄istance" calculus is applied to standard evaluation templates (i.e. the European Commission Programme procedures vs. the AFNOR Z 76-001 Standard), determining a reference point in the evaluation of the e-learning course quality vs. the optimal concept(s). The case study, based on the results of project(s) developed in the framework of the European Programme 鈥淟eonardo da Vinci", with Romanian contractors, try to put into evidence the benefits of such a method. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=eLearning" title="eLearning">eLearning</a>, <a href="https://publications.waset.org/search?q=European%20programme" title=" European programme"> European programme</a>, <a href="https://publications.waset.org/search?q=metrics" title=" metrics"> metrics</a>, <a href="https://publications.waset.org/search?q=quality%0Aevaluation" title=" quality evaluation"> quality evaluation</a> </p> <a href="https://publications.waset.org/5159/elearning-tools-evaluation-based-on-quality-concept-distance-computing-a-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/5159/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/5159/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/5159/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/5159/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/5159/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/5159/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/5159/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/5159/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/5159/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/5159/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/5159.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">1519</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">23</span> eLearning for Electric Distribution Planning Engineers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Isaias%20Ramirez">Isaias Ramirez</a>, <a href="https://publications.waset.org/search?q=Jose%20Luis%20Silva"> Jose Luis Silva</a>, <a href="https://publications.waset.org/search?q=Carlos%20Gonzalez"> Carlos Gonzalez</a>, <a href="https://publications.waset.org/search?q=Gustavo%20Candelaria"> Gustavo Candelaria</a>, <a href="https://publications.waset.org/search?q=Jose%20Pepe%20Rasgado"> Jose Pepe Rasgado</a>, <a href="https://publications.waset.org/search?q=Carlos%20Carrillo"> Carlos Carrillo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This paper presents the experience in an eLearning training project that is being implemented for electrical planning engineers from the national Mexican utility Comision Federal de Electricidad (CFE) Distribution. This modality is implemented and will be used in the utility for training purposes to help personnel in their daily technical activities. One important advantage of this training project is that once it is implemented and applied, financial resources will be saved by CFE Distribution Company because online training will be used in all the country; the infrastructure for the eLearning training will be uploaded in computational servers installed in the National CFE Distribution Training Department, in Ciudad de Mexico, and can be used in workplaces of 16 Distribution Divisions and 150 Zones of CFE Distribution. In this way, workers will not need to travel to the National Training Department, saving enormous efforts, financial, and human resources.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Moodle" title="Moodle">Moodle</a>, <a href="https://publications.waset.org/search?q=eLearning" title=" eLearning"> eLearning</a>, <a href="https://publications.waset.org/search?q=corporate%20training" title=" corporate training"> corporate training</a>, <a href="https://publications.waset.org/search?q=electrical%20planning%20engineer." title=" electrical planning engineer."> electrical planning engineer.</a> </p> <a href="https://publications.waset.org/10012504/elearning-for-electric-distribution-planning-engineers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10012504/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10012504/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10012504/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10012504/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10012504/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10012504/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10012504/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10012504/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10012504/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10012504/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10012504.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">464</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">22</span> The Use of Social Networking Sites in eLearning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Clifford%20De%20Raffaele">Clifford De Raffaele</a>, <a href="https://publications.waset.org/search?q=Luana%20Bugeja"> Luana Bugeja</a>, <a href="https://publications.waset.org/search?q=Serengul%20Smith"> Serengul Smith</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The adaptation of social networking sites within higher education has garnered significant interest in the recent years with numerous researches considering it as a possible shift from the traditional classroom based learning paradigm. Notwithstanding this increase in research and conducted studies however, the adaption of SNS based modules have failed to proliferate within Universities. This paper commences its contribution by analyzing the various models and theories proposed in literature and amalgamate together various effective aspects for the inclusion of social technology within e-Learning. A three phased framework is further proposed which details the necessary considerations for the successful adaptation of SNS in enhancing the students learning experience. This proposal outlines the theoretical foundations which will be analyzed in practical implementation across international university campuses.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=eLearning" title="eLearning">eLearning</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=social%20network%20sites" title=" social network sites"> social network sites</a>, <a href="https://publications.waset.org/search?q=student%20learning." title=" student learning."> student learning.</a> </p> <a href="https://publications.waset.org/10001115/the-use-of-social-networking-sites-in-elearning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10001115/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10001115/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10001115/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10001115/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10001115/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10001115/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10001115/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10001115/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10001115/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10001115/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10001115.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">2177</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">21</span> M-Learning the Next Generation of Education in Cyberspace</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Nasser%20Alalwan">Nasser Alalwan</a>, <a href="https://publications.waset.org/search?q=Ahmed%20Alzahrani"> Ahmed Alzahrani</a>, <a href="https://publications.waset.org/search?q=Mohamed%20Sarrab"> Mohamed Sarrab</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The technology usages of high speed Internet leads to establish and start new era of online education. With the advancement of the information technology and communication systems new opportunities have been created. This leads universities to have various online education channels to meet the demand of different learners- needs. One of these channels is M-learning, which can be used to improve the online education environment. With using such mobile technology in learning both students and instructors can easily access educational courses anytime from anywhere. The paper first presents literature about mobile learning and to what extent this approach can be utilized to enhance the overall learning system. It provides a comparison between mobile learning and traditional elearning showing the wide array of benefits of the new generation of technology. The possible challenges and potential advantages of Mlearning in the online education system are also discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Mobile%20learning" title="Mobile learning">Mobile learning</a>, <a href="https://publications.waset.org/search?q=M-learning" title=" M-learning"> M-learning</a>, <a href="https://publications.waset.org/search?q=eLearning" title=" eLearning"> eLearning</a>, <a href="https://publications.waset.org/search?q=Educational%0Asystem." title=" Educational system."> Educational system.</a> </p> <a href="https://publications.waset.org/2593/m-learning-the-next-generation-of-education-in-cyberspace" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/2593/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/2593/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/2593/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/2593/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/2593/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/2593/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/2593/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/2593/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/2593/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/2593/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/2593.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">2109</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">20</span> Outsourcing the Front End of Innovation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=B.%20Likar">B. Likar</a>, <a href="https://publications.waset.org/search?q=K.%20%C5%A0irok"> K. 艩irok</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The paper presents a new method for efficient innovation process management. Even though the innovation management methods, tools and knowledge are well established and documented in literature, most of the companies still do not manage it efficiently. Especially in SMEs the front end of innovation - problem identification, idea creation and selection - is often not optimally performed. Our eMIPS methodology represents a sort of "umbrella methodology" - a well-defined set of procedures, which can be dynamically adapted to the concrete case in a company. In daily practice, various methods (e.g. for problem identification and idea creation) can be applied, depending on the company's needs. It is based on the proactive involvement of the company's employees supported by the appropriate methodology and external experts. The presented phases are performed via a mixture of face-to-face activities (workshops) and online (eLearning) activities taking place in eLearning Moodle environment and using other e-communication channels. One part of the outcomes is an identified set of opportunities and concrete solutions ready for implementation. The other also very important result is connected to innovation competences for the participating employees related with concrete tools and methods for idea management. In addition, the employees get a strong experience for dynamic, efficient and solution oriented managing of the invention process. The eMIPS also represents a way of establishing or improving the innovation culture in the organization. The first results in a pilot company showed excellent results regarding the motivation of participants and also as to the results achieved.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Creativity" title="Creativity">Creativity</a>, <a href="https://publications.waset.org/search?q=distance%20learning" title=" distance learning"> distance learning</a>, <a href="https://publications.waset.org/search?q=front%20end" title=" front end"> front end</a>, <a href="https://publications.waset.org/search?q=innovation" title=" innovation"> innovation</a>, <a href="https://publications.waset.org/search?q=problem." title=" problem."> problem.</a> </p> <a href="https://publications.waset.org/10001268/outsourcing-the-front-end-of-innovation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10001268/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10001268/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10001268/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10001268/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10001268/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10001268/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10001268/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10001268/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10001268/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10001268/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10001268.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">2210</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">19</span> E-learning: An Effective Approach for Enhancing Social and Behavior Change Communication Capacity in Bangladesh</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Mohammad%20K.%20Abedin">Mohammad K. Abedin</a>, <a href="https://publications.waset.org/search?q=Mohammad%20Shahjahan"> Mohammad Shahjahan</a>, <a href="https://publications.waset.org/search?q=Zeenat%20Sultana"> Zeenat Sultana</a>, <a href="https://publications.waset.org/search?q=Tawfique%20Jahan"> Tawfique Jahan</a>, <a href="https://publications.waset.org/search?q=Jesmin%20Akter"> Jesmin Akter</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>To strengthen social and behavior change communication (SBCC) capacity of Ministry of Health and Family Welfare (MoHFW) of the Government of Bangladesh, BCCP/BKMI developed two eLearning courses providing opportunities for professional development of SBCC Program Managers who have no access to training or refreshers training. The two eLearning courses – Message and Material Development (MMD) and Monitoring and Evaluation (MandE) of SBCC programs – went online in September 2015, where all users could register their participation so results could be monitored. Methodology: To assess the uses of these courses a randomly selected sample was collected to run a pre and post-test analyses and a phone survey were conducted. Systematic random sampling was used to select a sample of 75 MandE and 25 MMD course participants from a sampling frame of 179 and 51 respectively. Results: As of September 2016, more than 179 learners have completed the MandE course, and 49 learners have completed the MMD course. The users of these courses are program managers, university faculty members, and students. Encouraging results were revealed from the analysis of pre and post-test scores and a phone survey three months after course completion. Test scores suggested a substantial increase in knowledge. The pre-test scores findings suggested that about 19% learners scored high on the MandE. The post-test scores finding indicated a high score (92%) of the sample across 4 modules of MandE. For MMD course in pre-test scoring, 30% of the learners scored high, and 100% scored high at the post-test. It was found that all the learners in the phone survey have discussed the courses. Most of the sharing occurred with colleagues and friends, usually through face to face (70%) interaction. The learners reported that they did recommend the two courses to concerned people. About 67% MandE and 76% MMD learners stated that the concepts that they had to learn during the course were put into practice in their work settings. The respondents for both MandE and MMD courses have provided a valuable set of suggestions that would further strengthen the courses. Conclusions: The study showed that the initiative offered ample opportunities to build capacity in various ways in which the eLearning courses were used. It also highlighted the importance of scaling up these efforts to further strengthen the outcomes.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=E-learning%20course" title="E-learning course">E-learning course</a>, <a href="https://publications.waset.org/search?q=message%20and%20material%20development" title=" message and material development"> message and material development</a>, <a href="https://publications.waset.org/search?q=monitoring%20and%20evaluation" title=" monitoring and evaluation"> monitoring and evaluation</a>, <a href="https://publications.waset.org/search?q=social%20and%20behavior%20change%20communication." title=" social and behavior change communication. "> social and behavior change communication. </a> </p> <a href="https://publications.waset.org/10007368/e-learning-an-effective-approach-for-enhancing-social-and-behavior-change-communication-capacity-in-bangladesh" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10007368/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10007368/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10007368/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10007368/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10007368/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10007368/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10007368/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10007368/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10007368/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10007368/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10007368.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">867</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">18</span> Enhancing the Quality of Learning by Using an Innovative Approach for Teaching Energy in Secondary Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Adriana%20Alexandru">Adriana Alexandru</a>, <a href="https://publications.waset.org/search?q=Ovidiu%20Bica"> Ovidiu Bica</a>, <a href="https://publications.waset.org/search?q=Eleonora%20Tudora"> Eleonora Tudora</a>, <a href="https://publications.waset.org/search?q=Cristina%20Simona%20Alecu"> Cristina Simona Alecu</a>, <a href="https://publications.waset.org/search?q=Cristina-Adriana%20Alexandru">Cristina-Adriana Alexandru</a>, <a href="https://publications.waset.org/search?q=Ioan%20Covalcic"> Ioan Covalcic</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This paper presents the results of the authors in designing, experimenting, assessing and transferring an innovative approach to energy education in secondary schools, aimed to enhance the quality of learning in terms of didactic curricula and pedagogic methods. The training is online delivered to youngsters via e-Books and portals specially designed for this purpose or by learning by doing via interactive games. An online educational methodology is available teachers.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Education" title="Education">Education</a>, <a href="https://publications.waset.org/search?q=eLearning" title=" eLearning"> eLearning</a>, <a href="https://publications.waset.org/search?q=Energy%20Efficiency" title=" Energy Efficiency"> Energy Efficiency</a>, <a href="https://publications.waset.org/search?q=InternetMethodology" title=" InternetMethodology"> InternetMethodology</a>, <a href="https://publications.waset.org/search?q=Renewable%20Energy%20Sources." title=" Renewable Energy Sources."> Renewable Energy Sources.</a> </p> <a href="https://publications.waset.org/6505/enhancing-the-quality-of-learning-by-using-an-innovative-approach-for-teaching-energy-in-secondary-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/6505/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/6505/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/6505/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/6505/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/6505/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/6505/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/6505/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/6505/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/6505/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/6505/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/6505.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">1665</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">17</span> Web Information System for e-Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Anna%20Angelini">Anna Angelini</a>, <a href="https://publications.waset.org/search?q=Enrica%20Gentile"> Enrica Gentile</a>, <a href="https://publications.waset.org/search?q=Paola%20Plantamura"> Paola Plantamura</a>, <a href="https://publications.waset.org/search?q=Vito%20Leonardo%20Plantamura"> Vito Leonardo Plantamura</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A suitable e-learning system management needs to carry out a web-information system in order to allow integrated fruition of data and metadata concerning the activities typical of elearning environment. The definition of a 鈥渨eb information system" for e-learning takes advantage of the potentialities of Web technologies both as for the access to metadata present on the several platforms, and as for the implementation of courseware which make up the relative didactic environment. What information systems have in common is the technological environment on which they are generally implemented and the use of metadata in order to structure information at all cognitive and organization levels. In this work we are going to define a methodology for the implementation of a specific web information system for an e-learning environment. <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=information%20systems" title=" information systems"> information systems</a>, <a href="https://publications.waset.org/search?q=coursemanagement" title=" coursemanagement"> coursemanagement</a>, <a href="https://publications.waset.org/search?q=web-based%20system." title=" web-based system."> web-based system.</a> </p> <a href="https://publications.waset.org/13013/web-information-system-for-e-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/13013/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/13013/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/13013/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/13013/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/13013/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/13013/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/13013/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/13013/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/13013/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/13013/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/13013.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">1592</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">16</span> An E-Learning Tool for The Self-Study of Mathematics for the CPE Examination</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Sameerchand%20Pudaruth">Sameerchand Pudaruth</a>, <a href="https://publications.waset.org/search?q=Nawsheen%20Bibi%20Jannnoo"> Nawsheen Bibi Jannnoo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, we give an overview of an online elearning tool which has been developed for kids aged from nine to eleven years old in Mauritius for the self-study of Mathematics in order to prepare them for the CPE examination. The software does not intend to render obsolete the existing pedagogical approaches. Nowadays, the teaching-learning process is mainly focused towards the class-room model. Moreover, most of the e-learning platforms that exist are simply static ways of delivering resources using the internet. There is nearly no interaction between the learner and the tool. Our application will enable students to practice exercises online and also work out sample examination papers. Another interesting feature is that the kid will not have to wait for someone to correct the work as the correction will be done online and on the spot. Additional feedback is also provided for some exercises. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=CPE" title="CPE">CPE</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=Mauritius" title=" Mauritius"> Mauritius</a>, <a href="https://publications.waset.org/search?q=primary%20education" title=" primary education"> primary education</a> </p> <a href="https://publications.waset.org/1401/an-e-learning-tool-for-the-self-study-of-mathematics-for-the-cpe-examination" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/1401/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/1401/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/1401/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/1401/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/1401/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/1401/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/1401/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/1401/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/1401/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/1401/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/1401.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">2159</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">15</span> Learning Objects: A New Paradigm for ELearning Resource Development for Secondary Schools in Tanzania</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=S.%20K.%20Lujara">S. K. Lujara</a>, <a href="https://publications.waset.org/search?q=M.%20M.%20Kissaka"> M. M. Kissaka</a>, <a href="https://publications.waset.org/search?q=E.%20P.%20Bhalalusesa"> E. P. Bhalalusesa</a>, <a href="https://publications.waset.org/search?q=L.%20Trojer"> L. Trojer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Information and Communication Technologies (ICTs), and the Wide World Web (WWW) have fundamentally altered the practice of teaching and learning world wide. Many universities, organizations, colleges and schools are trying to apply the benefits of the emerging ICT. In the early nineties the term learning object was introduced into the instructional technology vernacular; the idea being that educational resources could be broken into modular components for later combination by instructors, learners, and eventually computes into larger structures that would support learning [1]. However in many developing countries, the use of ICT is still in its infancy stage and the concept of learning object is quite new. This paper outlines the learning object design considerations for developing countries depending on learning environment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=e-Learning%20resources" title="e-Learning resources">e-Learning resources</a>, <a href="https://publications.waset.org/search?q=granularity" title=" granularity"> granularity</a>, <a href="https://publications.waset.org/search?q=learning%20objects" title=" learning objects"> learning objects</a>, <a href="https://publications.waset.org/search?q=secondary%20schools." title=" secondary schools."> secondary schools.</a> </p> <a href="https://publications.waset.org/6673/learning-objects-a-new-paradigm-for-elearning-resource-development-for-secondary-schools-in-tanzania" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/6673/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/6673/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/6673/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/6673/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/6673/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/6673/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/6673/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/6673/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/6673/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/6673/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/6673.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">1623</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">14</span> Integrating Agents and Computational Intelligence Techniques in E-learning Environments</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Konstantinos%20C.%20Giotopoulos">Konstantinos C. Giotopoulos</a>, <a href="https://publications.waset.org/search?q=Christos%20E.%20Alexakos"> Christos E. Alexakos</a>, <a href="https://publications.waset.org/search?q=Grigorios%20N.%20Beligiannis"> Grigorios N. Beligiannis</a>, <a href="https://publications.waset.org/search?q=Spiridon%20D.Likothanassis"> Spiridon D.Likothanassis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>In this contribution a newly developed elearning environment is presented, which incorporates Intelligent Agents and Computational Intelligence Techniques. The new e-learning environment is constituted by three parts, the E-learning platform Front-End, the Student Questioner Reasoning and the Student Model Agent. These parts are distributed geographically in dispersed computer servers, with main focus on the design and development of these subsystems through the use of new and emerging technologies. These parts are interconnected in an interoperable way, using web services for the integration of the subsystems, in order to enhance the user modelling procedure and achieve the goals of the learning process.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=E-learning%20environments" title="E-learning environments">E-learning environments</a>, <a href="https://publications.waset.org/search?q=intelligent%20agents" title=" intelligent agents"> intelligent agents</a>, <a href="https://publications.waset.org/search?q=user%20modeling" title=" user modeling"> user modeling</a>, <a href="https://publications.waset.org/search?q=Bayesian%20Networks" title=" Bayesian Networks"> Bayesian Networks</a>, <a href="https://publications.waset.org/search?q=computational%20intelligence." title=" computational intelligence."> computational intelligence.</a> </p> <a href="https://publications.waset.org/2484/integrating-agents-and-computational-intelligence-techniques-in-e-learning-environments" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/2484/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/2484/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/2484/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/2484/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/2484/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/2484/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/2484/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/2484/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/2484/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/2484/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/2484.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">1880</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">13</span> Different Roles for Mentors and Mentees in an e-Learning Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Nidhi%20Gadura">Nidhi Gadura</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Given the increase in the number of students and administrators asking for online courses the author developed two partially online courses. One was a biology majors at genetics course while the other was a non-majors at biology course. The student body at Queensborough Community College is generally underprepared and has work and family obligations. As an educator, one has to be mindful about changing the pedagogical approach, therefore, special care was taken when designing the course material. Despite the initial concerns, both of these partially online courses were received really well by students. Lessons learnt were that student engagement is the key to success in an online course. Good practices to run a successful online course for underprepared students are discussed in this paper. Also discussed are the lessons learnt for making the eLearning environment better for all the students in the class, overachievers and underachievers alike.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Partially%20online%20course" title="Partially online course">Partially online course</a>, <a href="https://publications.waset.org/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/search?q=student%20engagement" title=" student engagement"> student engagement</a>, <a href="https://publications.waset.org/search?q=community%20college." title=" community college."> community college.</a> </p> <a href="https://publications.waset.org/10004430/different-roles-for-mentors-and-mentees-in-an-e-learning-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10004430/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10004430/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10004430/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10004430/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10004430/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10004430/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10004430/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10004430/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10004430/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10004430/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10004430.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">1646</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">12</span> Deep Learning and Virtual Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Danielle%20Morin">Danielle Morin</a>, <a href="https://publications.waset.org/search?q=Jennifer%20D.E.Thomas"> Jennifer D.E.Thomas</a>, <a href="https://publications.waset.org/search?q=Raafat%20G.%20Saade"> Raafat G. Saade</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>While computers are known to facilitate lower levels of learning, such as rote memorization of facts, measurable through electronically administered and graded multiple-choice questions, yes/no, and true/false answers, the imparting and measurement of higher-level cognitive skills is more vexing. These require more open-ended delivery and answers, and may be more problematic in an entirely virtual environment, notwithstanding the advances in technologies such as wikis, blogs, discussion boards, etc. As with the integration of all technology, merit is based more on the instructional design of the course than on the technology employed in, and of, itself. With this in mind, this study examined the perceptions of online students in an introductory Computer Information Systems course regarding the fostering of various higher-order thinking and team-building skills as a result of the activities, resources and technologies (ART) used in the course.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Critical%20thinking" title="Critical thinking">Critical thinking</a>, <a href="https://publications.waset.org/search?q=deep%20learning" title=" deep learning"> deep learning</a>, <a href="https://publications.waset.org/search?q=distance%20learning" title=" distance learning"> distance learning</a>, <a href="https://publications.waset.org/search?q=elearning" title=" elearning"> elearning</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=virtual%20environments." title=" virtual environments."> virtual environments.</a> </p> <a href="https://publications.waset.org/12611/deep-learning-and-virtual-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/12611/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/12611/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/12611/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/12611/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/12611/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/12611/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/12611/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/12611/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/12611/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/12611/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/12611.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">2270</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">11</span> Confirming the Identity of the Individual Using Remote Assessment in E-learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Olaf%20Hallan%20Graven">Olaf Hallan Graven</a>, <a href="https://publications.waset.org/search?q=Lachlan%20MacKinnon"> Lachlan MacKinnon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One major issue that is regularly cited as a block to the widespread use of online assessments in eLearning, is that of the authentication of the student and the level of confidence that an assessor can have that the assessment was actually completed by that student. Currently, this issue is either ignored, in which case confidence in the assessment and any ensuing qualification is damaged, or else assessments are conducted at central, controlled locations at specified times, losing the benefits of the distributed nature of the learning programme. Particularly as we move towards constructivist models of learning, with intentions towards achieving heutagogic learning environments, the benefits of a properly managed online assessment system are clear. Here we discuss some of the approaches that could be adopted to address these issues, looking at the use of existing security and biometric techniques, combined with some novel behavioural elements. These approaches offer the opportunity to validate the student on accessing an assessment, on submission, and also during the actual production of the assessment. These techniques are currently under development in the DECADE project, and future work will evaluate and report their use.. <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=remote%20identification" title=" remote identification"> remote identification</a>, <a href="https://publications.waset.org/search?q=assessment." title=" assessment."> assessment.</a> </p> <a href="https://publications.waset.org/7024/confirming-the-identity-of-the-individual-using-remote-assessment-in-e-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/7024/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/7024/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/7024/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/7024/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/7024/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/7024/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/7024/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/7024/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/7024/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/7024/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/7024.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">1437</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">10</span> E- Campus as an Environmental and Pedagogical Tool for Online Support</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Shireen%20Panchoo">Shireen Panchoo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Internet and the ever growing applications enable communities to share and collaborate through common platforms. However, this growing pattern is not witnessed yet even for elearning. This paper is based on a doctoral research which aimed at researching the ways students interact in an online campus and the supports that they look for and require. Content analysis, based on the Panchoo/Jaillet methodology, was done on four synchronous meetings between a tutor and his ten students. The UNIV-Rct ecampus, analogical to a physical campus, was found to be user friendly and the students enrolled in a master-s course faced no difficulties in using it. In addition to the environmental aspects, the pedagogical implementation of the course has driven the students to interact and collaborate significantly and this has contributed to overcome the problems faced by the distance learners. This completely online model was found to be fruitful in helping distant learners fight their loneliness and brave their difficulties in a socioconstructivism approach. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Content%20analysis" title="Content analysis">Content analysis</a>, <a href="https://publications.waset.org/search?q=e-campus" title=" e-campus"> e-campus</a>, <a href="https://publications.waset.org/search?q=interaction" title=" interaction"> interaction</a>, <a href="https://publications.waset.org/search?q=online%0Asupports" title=" online supports"> online supports</a>, <a href="https://publications.waset.org/search?q=pedagogy." title=" pedagogy."> pedagogy.</a> </p> <a href="https://publications.waset.org/15347/e-campus-as-an-environmental-and-pedagogical-tool-for-online-support" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/15347/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/15347/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/15347/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/15347/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/15347/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/15347/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/15347/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/15347/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/15347/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/15347/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/15347.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">1519</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">9</span> Secured Session Based Profile Caching for E-Learning Systems Using WiMAX Networks</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=R.%20Chithra">R. Chithra</a>, <a href="https://publications.waset.org/search?q=B.%20Kalaavathi"> B. Kalaavathi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> E-Learning enables the users to learn at anywhere at any time. In E-Learning systems, authenticating the E-Learning user has security issues. The usage of appropriate communication networks for providing the internet connectivity for E-learning is another challenge. WiMAX networks provide Broadband Wireless Access through the Multicast Broadcast Service so these networks can be most suitable for E-Learning applications. The authentication of E-Learning user is vulnerable to session hijacking problems. The repeated authentication of users can be done to overcome these issues. In this paper, session based Profile Caching Authentication is proposed. In this scheme, the credentials of E-Learning users can be cached at authentication server during the initial authentication through the appropriate subscriber station. The proposed cache based authentication scheme performs fast authentication by using cached user profile. Thus, the proposed authentication protocol reduces the delay in repeated authentication to enhance the security in ELearning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Authentication" title="Authentication">Authentication</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=WiMAX" title=" WiMAX"> WiMAX</a>, <a href="https://publications.waset.org/search?q=Security" title=" Security"> Security</a>, <a href="https://publications.waset.org/search?q=Profile%20caching." title=" Profile caching."> Profile caching.</a> </p> <a href="https://publications.waset.org/10003425/secured-session-based-profile-caching-for-e-learning-systems-using-wimax-networks" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10003425/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10003425/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10003425/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10003425/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10003425/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10003425/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10003425/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10003425/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10003425/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10003425/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10003425.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">1566</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">8</span> Development of Innovative Islamic Web Applications</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Farrukh%20Shahzad">Farrukh Shahzad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The rich Islamic resources related to religious text, Islamic sciences, and history are widely available in print and in electronic format online. However, most of these works are only available in Arabic language. In this research, an attempt is made to utilize these resources to create interactive web applications in Arabic, English and other languages. The system utilizes the Pattern Recognition, Knowledge Management, Data Mining, Information Retrieval and Management, Indexing, storage and data-analysis techniques to parse, store, convert and manage the information from authentic Arabic resources. These interactive web Apps provide smart multi-lingual search, tree based search, on-demand information matching and linking. In this paper, we provide details of application architecture, design, implementation and technologies employed. We also presented the summary of web applications already developed. We have also included some screen shots from the corresponding web sites. These web applications provide an Innovative On-line Learning Systems (eLearning and computer based education). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Islamic%20resources" title="Islamic resources">Islamic resources</a>, <a href="https://publications.waset.org/search?q=Muslim%20scholars" title=" Muslim scholars"> Muslim scholars</a>, <a href="https://publications.waset.org/search?q=hadith" title=" hadith"> hadith</a>, <a href="https://publications.waset.org/search?q=narrators" title=" narrators"> narrators</a>, <a href="https://publications.waset.org/search?q=history" title=" history"> history</a>, <a href="https://publications.waset.org/search?q=fiqh." title=" fiqh."> fiqh.</a> </p> <a href="https://publications.waset.org/10005403/development-of-innovative-islamic-web-applications" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10005403/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10005403/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10005403/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10005403/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10005403/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10005403/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10005403/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10005403/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10005403/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10005403/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10005403.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">1302</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">7</span> Defining Programming Problems as Learning Objects</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Jos%C3%A9%20Paulo%20Leal">Jos茅 Paulo Leal</a>, <a href="https://publications.waset.org/search?q=Ricardo%20Queir%C3%B3s"> Ricardo Queir贸s</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Standards for learning objects focus primarily on content presentation. They were already extended to support automatic evaluation but it is limited to exercises with a predefined set of answers. The existing standards lack the metadata required by specialized evaluators to handle types of exercises with an indefinite set of solutions. To address this issue existing learning object standards were extended to the particular requirements of a specialized domain. A definition of programming problems as learning objects, compatible both with Learning Management Systems and with systems performing automatic evaluation of programs, is presented in this paper. The proposed definition includes metadata that cannot be conveniently represented using existing standards, such as: the type of automatic evaluation; the requirements of the evaluation engine; and the roles of different assets - tests cases, program solutions, etc. The EduJudge project and its main services are also presented as a case study on the use of the proposed definition of programming problems as learning objects. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Content%20Packaging" title="Content Packaging">Content Packaging</a>, <a href="https://publications.waset.org/search?q=eLearning%20Services" title=" eLearning Services"> eLearning Services</a>, <a href="https://publications.waset.org/search?q=Interoperability" title=" Interoperability"> Interoperability</a>, <a href="https://publications.waset.org/search?q=Learning%20Objects." title=" Learning Objects."> Learning Objects.</a> </p> <a href="https://publications.waset.org/2892/defining-programming-problems-as-learning-objects" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/2892/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/2892/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/2892/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/2892/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/2892/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/2892/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/2892/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/2892/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/2892/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/2892/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/2892.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">6</span> Strategies for Connectivity Configuration to Access e-Learning Resources: Case of Rural Secondary Schools in Tanzania</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=F.%20Simba">F. Simba</a>, <a href="https://publications.waset.org/search?q=L.%20Trojer"> L. Trojer</a>, <a href="https://publications.waset.org/search?q=N.H.%20Mvungi"> N.H. Mvungi</a>, <a href="https://publications.waset.org/search?q=B.M.%20Mwinyiwiwa"> B.M. Mwinyiwiwa</a>, <a href="https://publications.waset.org/search?q=E.M.%20Mjema"> E.M. Mjema</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>In response to address different development challenges, Tanzania is striving to achieve its fourth attribute of the National Development Vision, i.e. to have a well educated and learned society by the year 2025. One of the most cost effective methods that can reach a large part of the society in a short time is to integrate ICT in education through e-learning initiatives. However, elearning initiatives are challenged by limited or lack of connectivity to majority of secondary schools, especially those in rural and remote areas. This paper has explores the possibility for rural secondary school to access online e-Learning resources from a centralized e- Learning Management System (e-LMS). The scope of this paper is limited to schools that have computers irrespective of internet connectivity, resulting in two categories schools; those with internet access and those without. Different connectivity configurations have been proposed according to the ICT infrastructure status of the respective schools. However, majority of rural secondary schools in Tanzania have neither computers nor internet connection. Therefore this is a challenge to be addressed for the disadvantaged schools to benefit from e-Learning initiatives.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=connectivity" title="connectivity">connectivity</a>, <a href="https://publications.waset.org/search?q=configuration" title=" configuration"> configuration</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=replication" title=" replication"> replication</a>, <a href="https://publications.waset.org/search?q=rural." title="rural.">rural.</a> </p> <a href="https://publications.waset.org/8011/strategies-for-connectivity-configuration-to-access-e-learning-resources-case-of-rural-secondary-schools-in-tanzania" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/8011/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/8011/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/8011/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/8011/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/8011/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/8011/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/8011/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/8011/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/8011/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/8011/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/8011.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">1967</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">5</span> Enhancements in Blended e-Learning Management System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ibrahim%20S%20AlNomay">Ibrahim S AlNomay</a>, <a href="https://publications.waset.org/search?q=Alaa%20Jaber"> Alaa Jaber</a>, <a href="https://publications.waset.org/search?q=Ghada%20AlNasser"> Ghada AlNasser</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A learning management system (commonly abbreviated as LMS) is a software application for the administration, documentation, tracking, and reporting of training programs, classroom and online events, e-learning programs, and training content (Ellis 2009). (Hall 2003) defines an LMS as \"software that automates the administration of training events. All Learning Management Systems manage the log-in of registered users, manage course catalogs, record data from learners, and provide reports to management\". Evidence of the worldwide spread of e-learning in recent years is easy to obtain. In April 2003, no fewer than 66,000 fully online courses and 1,200 complete online programs were listed on the TeleCampus portal from TeleEducation (Paulsen 2003). In the report \" The US market in the Self-paced eLearning Products and Services:2010-2015 Forecast and Analysis\" The number of student taken classes exclusively online will be nearly equal (1% less) to the number taken classes exclusively in physical campuses. Number of student taken online course will increase from 1.37 million in 2010 to 3.86 million in 2015 in USA. In another report by The Sloan Consortium three-quarters of institutions report that the economic downturn has increased demand for online courses and programs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=LMS" title="LMS">LMS</a>, <a href="https://publications.waset.org/search?q=Interactive%20Materials" title=" Interactive Materials"> Interactive Materials</a>, <a href="https://publications.waset.org/search?q=Exam%20Centers" title=" Exam Centers"> Exam Centers</a>, <a href="https://publications.waset.org/search?q=Learning%0AOutcomes" title=" Learning Outcomes"> Learning Outcomes</a> </p> <a href="https://publications.waset.org/7382/enhancements-in-blended-e-learning-management-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/7382/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/7382/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/7382/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/7382/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/7382/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/7382/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/7382/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/7382/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/7382/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/7382/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/7382.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">1587</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">4</span> Emotion Classification for Students with Autism in Mathematics E-learning using Physiological and Facial Expression Measures</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Hui-Chuan%20Chu">Hui-Chuan Chu</a>, <a href="https://publications.waset.org/search?q=Min-Ju%20Liao"> Min-Ju Liao</a>, <a href="https://publications.waset.org/search?q=Wei-Kai%20Cheng"> Wei-Kai Cheng</a>, <a href="https://publications.waset.org/search?q=William%20Wei-Jen%20Tsai"> William Wei-Jen Tsai</a>, <a href="https://publications.waset.org/search?q=Yuh-Min%20Chen"> Yuh-Min Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Avoiding learning failures in mathematics e-learning environments caused by emotional problems in students with autism has become an important topic for combining of special education with information and communications technology. This study presents an adaptive emotional adjustment model in mathematics e-learning for students with autism, emphasizing the lack of emotional perception in mathematics e-learning systems. In addition, an emotion classification for students with autism was developed by inducing emotions in mathematical learning environments to record changes in the physiological signals and facial expressions of students. Using these methods, 58 emotional features were obtained. These features were then processed using one-way ANOVA and information gain (IG). After reducing the feature dimension, methods of support vector machines (SVM), k-nearest neighbors (KNN), and classification and regression trees (CART) were used to classify four emotional categories: baseline, happy, angry, and anxious. After testing and comparisons, in a situation without feature selection, the accuracy rate of the SVM classification can reach as high as 79.3-%. After using IG to reduce the feature dimension, with only 28 features remaining, SVM still has a classification accuracy of 78.2-%. The results of this research could enhance the effectiveness of eLearning in special education.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Emotion%20classification" title="Emotion classification">Emotion classification</a>, <a href="https://publications.waset.org/search?q=Physiological%20and%20facial%20Expression%20measures" title=" Physiological and facial Expression measures"> Physiological and facial Expression measures</a>, <a href="https://publications.waset.org/search?q=Students%20with%20autism" title=" Students with autism"> Students with autism</a>, <a href="https://publications.waset.org/search?q=Mathematics%20e-learning." title=" Mathematics e-learning."> Mathematics e-learning.</a> </p> <a href="https://publications.waset.org/9119/emotion-classification-for-students-with-autism-in-mathematics-e-learning-using-physiological-and-facial-expression-measures" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9119/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9119/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9119/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9119/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9119/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9119/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9119/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9119/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9119/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9119/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9119.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">1781</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">3</span> Integrating Computational Intelligence Techniques and Assessment Agents in ELearning Environments</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Konstantinos%20C.%20Giotopoulos">Konstantinos C. Giotopoulos</a>, <a href="https://publications.waset.org/search?q=Christos%20E.%20Alexakos"> Christos E. Alexakos</a>, <a href="https://publications.waset.org/search?q=Grigorios%20N.%20Beligiannis"> Grigorios N. Beligiannis</a>, <a href="https://publications.waset.org/search?q=Spiridon%20D.Likothanassis"> Spiridon D.Likothanassis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this contribution an innovative platform is being presented that integrates intelligent agents and evolutionary computation techniques in legacy e-learning environments. It introduces the design and development of a scalable and interoperable integration platform supporting: I) various assessment agents for e-learning environments, II) a specific resource retrieval agent for the provision of additional information from Internet sources matching the needs and profile of the specific user and III) a genetic algorithm designed to extract efficient information (classifying rules) based on the students- answering input data. The agents are implemented in order to provide intelligent assessment services based on computational intelligence techniques such as Bayesian Networks and Genetic Algorithms. The proposed Genetic Algorithm (GA) is used in order to extract efficient information (classifying rules) based on the students- answering input data. The idea of using a GA in order to fulfil this difficult task came from the fact that GAs have been widely used in applications including classification of unknown data. The utilization of new and emerging technologies like web services allows integrating the provided services to any web based legacy e-learning environment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Bayesian%20Networks" title="Bayesian Networks">Bayesian Networks</a>, <a href="https://publications.waset.org/search?q=Computational%20Intelligencetechniques" title=" Computational Intelligencetechniques"> Computational Intelligencetechniques</a>, <a href="https://publications.waset.org/search?q=E-learning%20legacy%20systems" title=" E-learning legacy systems"> E-learning legacy systems</a>, <a href="https://publications.waset.org/search?q=Service%20Oriented%20Integration" title=" Service Oriented Integration"> Service Oriented Integration</a>, <a href="https://publications.waset.org/search?q=Intelligent%20Agents" title="Intelligent Agents">Intelligent Agents</a>, <a href="https://publications.waset.org/search?q=Genetic%20Algorithms." title=" Genetic Algorithms."> Genetic Algorithms.</a> </p> <a href="https://publications.waset.org/10278/integrating-computational-intelligence-techniques-and-assessment-agents-in-elearning-environments" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10278/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10278/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10278/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10278/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10278/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10278/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10278/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10278/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10278/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10278/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10278.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">1744</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">2</span> Examining the Perceived Usefulness of ICTs for Learning about Indigenous Foods</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=K.%20M.%20Ngcobo">K. M. Ngcobo</a>, <a href="https://publications.waset.org/search?q=S.%20D.%20Eyono%20Obono"> S. D. Eyono Obono</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Science and technology has a major impact on many societal domains such as communication, medicine, food, transportation, etc. However, this dominance of modern technology can have a negative unintended impact on indigenous systems, and in particular on indigenous foods. This problem serves as a motivation to this study whose aim is to examine the perceptions of learners on the usefulness of Information and Communication Technologies (ICTs) for learning about indigenous foods. This aim will be subdivided into two types of research objectives. The design and identification of theories and models will be achieved using literature content analysis. The objective on the empirical testing of such theories and models will be achieved through the survey of Hospitality studies learners from different schools in the iLembe and Umgungundlovu Districts of the South African Kwazulu-Natal province. SPSS is used to quantitatively analyze the data collected by the questionnaire of this survey using descriptive statistics and Pearson correlations after the assessment of the validity and the reliability of the data. The main hypothesis behind this study is that there is a connection between the demographics of learners, their perceptions on the usefulness of ICTs for learning about indigenous foods, and the following personality and eLearning related theories constructs: Computer self-efficacy, Trust in ICT systems, and Conscientiousness; as suggested by existing studies on learning theories. This hypothesis was fully confirmed by the survey conducted by this study except for the demographic factors where gender and age were not found to be determinant factors of learners’ perceptions on the usefulness of ICTs for learning about indigenous foods.</p> <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=Indigenous%20Foods" title=" Indigenous Foods"> Indigenous Foods</a>, <a href="https://publications.waset.org/search?q=Information%20and%20Communication%20Technologies" title=" Information and Communication Technologies"> Information and Communication Technologies</a>, <a href="https://publications.waset.org/search?q=Learning%20Theories" title=" Learning Theories"> Learning Theories</a>, <a href="https://publications.waset.org/search?q=Personality." title=" Personality."> Personality.</a> </p> <a href="https://publications.waset.org/10000271/examining-the-perceived-usefulness-of-icts-for-learning-about-indigenous-foods" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10000271/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10000271/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10000271/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10000271/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10000271/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10000271/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10000271/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10000271/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10000271/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10000271/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10000271.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">2232</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">1</span> Web-Based Cognitive Writing Instruction (WeCWI): A Theoretical-and-Pedagogical e-Framework for Language Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Boon%20Yih%20Mah">Boon Yih Mah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Web-based Cognitive Writing Instruction (WeCWI)’s contribution towards language development can be divided into linguistic and non-linguistic perspectives. In linguistic perspective, WeCWI focuses on the literacy and language discoveries, while the cognitive and psychological discoveries are the hubs in non-linguistic perspective. In linguistic perspective, WeCWI draws attention to free reading and enterprises, which are supported by the language acquisition theories. Besides, the adoption of process genre approach as a hybrid guided writing approach fosters literacy development. Literacy and language developments are interconnected in the communication process; hence, WeCWI encourages meaningful discussion based on the interactionist theory that involves input, negotiation, output, and interactional feedback. Rooted in the elearning interaction-based model, WeCWI promotes online discussion via synchronous and asynchronous communications, which allows interactions happened among the learners, instructor, and digital content. In non-linguistic perspective, WeCWI highlights on the contribution of reading, discussion, and writing towards cognitive development. Based on the inquiry models, learners’ critical thinking is fostered during information exploration process through interaction and questioning. Lastly, to lower writing anxiety, WeCWI develops the instructional tool with supportive features to facilitate the writing process. To bring a positive user experience to the learner, WeCWI aims to create the instructional tool with different interface designs based on two different types of perceptual learning style.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=WeCWI" title="WeCWI">WeCWI</a>, <a href="https://publications.waset.org/search?q=literacy%20discovery" title=" literacy discovery"> literacy discovery</a>, <a href="https://publications.waset.org/search?q=language%20discovery" title=" language discovery"> language discovery</a>, <a href="https://publications.waset.org/search?q=cognitive%20discovery" title=" cognitive discovery"> cognitive discovery</a>, <a href="https://publications.waset.org/search?q=psychological%20discovery." title=" psychological discovery."> psychological discovery.</a> </p> <a 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