EAI Endorsed Transactions on e-Learning

Issue 6, 2015

Editor(s)-in-Chief: Giovanni Vincenti and James Braman

Articles
Information

A Qualitative Exploration of the DIGCOMP Digital Competence Framework: Attitudes of students, academics and administrative staff in the health faculty of a UK HEI
Appears in:
el 15(6): e1

Authors:
George Evangelinos, Debbie Holley

Abstract:
This paper reports upon findings of a series of semi-structured interviews with students, academics and administrative staff from a health care faculty in a UK Higher Education Institution (HEI). Exploring their experiences of mapping to the EU DIGCOMP Digital Competence Framework, a hermeneutic le…This paper reports upon findings of a series of semi-structured interviews with students, academics and administrative staff from a health care faculty in a UK Higher Education Institution (HEI). Exploring their experiences of mapping to the EU DIGCOMP Digital Competence Framework, a hermeneutic lens enables a more nuanced approach to attitudes towards Digital Competence (DC). One of the eight lifelong learning key-competences required for managers, doctors, nurses and other health-related professionals, DC is crucial to professional development. Defined by 14 themes, the findings express the participants’ experiences, knowledge and level of comprehension of the subject. Our findings indicate students are conflating digital social media skills with their skills for the workplace, resulting in over-confidence; academics raising concerns about work/private life balance offered by the affordances of handheld devices; administrative staff that are far more confident and managing a range of technology’s effectively. The research further reveals that the DIGICOMP framework is applicable as a generic framework for professional practice.
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A Study of the Effects of First Person versus Third Person View in Educational Animation
Appears in:
el 15(6): e2

Authors:
H. N. Dib, N. Adamo-Villani, J. Yu

Abstract:
The paper reports a study that investigated the effect of egocentric versus exocentric view in an educational animation whose goal was to teach undergraduate students the various tasks that a construction manager performs in the field. Specifically, the study aimed to determine the effect of perspe…The paper reports a study that investigated the effect of egocentric versus exocentric view in an educational animation whose goal was to teach undergraduate students the various tasks that a construction manager performs in the field. Specifically, the study aimed to determine the effect of perspective view on students’ subject learning and preference. Findings show that while students have a preference on perspective view, the perspective view does not have a significant effect on students’ learning outcomes.
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A way of Supporting Non-Arabic Speakers in Identifying Arabic Letters and Reading Arabic script in our new E-Learning System
Appears in:
el 15(6): e3

Authors:
Ahmed Mosa, Katsuhikor Kakehi

Abstract:
This paper reports how a new multimedia, for developing Arabic e-Learning, supports the beginners of non-Arabic speakers in identifying Arabic letters in a word by using colored script, and reading Arabic script by using our new reversed phonetics, right to left. In Arabic, letters are connected …This paper reports how a new multimedia, for developing Arabic e-Learning, supports the beginners of non-Arabic
speakers in identifying Arabic letters in a word by using colored script, and reading Arabic script by using our new
reversed phonetics, right to left. In Arabic, letters are connected to each other in the word. Each Arabic letter has three
different figures according to its position in a word (beginning, middle or end). Users’ study was conducted with 77
examinees in Japan to find which one is preferable for identifying letters of two alternatives: coloring letters or separating
letters with spaces. Results showed that colored alternative is preferable. Another study was conducted with another 20
examinees in Japan to confirm that our new system supports the beginners in reading Arabic letters comparing with the
conventional phonetic system. We develop an e-learning system incorporates our multimedia to support learners in
identifying and reading Arabic script by themselves.
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Using Virtual Laboratories as Interactive Textbooks: Studies on Blended Learning in Biotechnology Classrooms
Appears in:
el 15(6): e4

Authors:
Hemalatha Sasidharakurup, Rakhi Radhamani, Dhanush Kumar, Nijin Nizar, Krishnashree Achuthan, Shyam Diwakar

Abstract:
Virtual laboratories, an ICT-based initiative, is a new venture that is becoming more prevalent in universities for improving classroom education. With geographically remote and economically constrained institutes in India as the focus, we developed web-based virtual labs for virtualizing the wet-l…Virtual laboratories, an ICT-based initiative, is a new venture that is becoming more prevalent in universities for improving classroom education. With geographically remote and economically constrained institutes in India as the focus, we developed web-based virtual labs for virtualizing the wet-lab techniques and experiments with the aid of graphics favoured animations, mathematical simulators and remote triggered experimentations. In this paper, we analysed perceived usefulness of Biotechnology virtual labs amongst student groups and its role in improving the student’s performance when introduced as a learning tool in a blended classroom scenario. A pedagogical survey, via workshops and online feedback, was carried out among 600 university-level students and 100 remote users of various Indian universities. Comparing learning groups on usage of blended learning approach against a control group (traditional classroom methods) and an experimental group (teacher-mediated virtual labs), our studies indicate augmented academic performance among students in blended environments. Findings also indicated usage of remotely-triggered labs aided enhancing interaction-based lab education enabling anytime-anywhere student participation scenarios.
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Utilizing LMS tools to help with student assessment in an online course
Appears in:
el 15(6): e5

Author:
Dudley B. Turner

Abstract:
In online learning, feedback to students is important in their progress. Assessments are often final or summative assessments that do not allow the student to adjust or improve their learning progress. Assessment, however, takes valuable time. This paper describes how using the tools available in a…In online learning, feedback to students is important in their progress. Assessments are often final or summative assessments that do not allow the student to adjust or improve their learning progress. Assessment, however, takes valuable time. This paper describes how using the tools available in a LMS can assist faculty in assessing student work and provide helpful feedback to students in an online course. The tools available for faculty to use can be set up to save time for the faculty during assessments. The assignments in this study were developed based on previous research indicating assessment can be an aid to student learning, and students who know how well they are doing can make needed adjustments. Students used the feedback from these LMS tools to decide whether or not to try again or move on. Students had the opportunity for multiple attempts at assignments and received feedback on each to help measure their learning. The rubric tool was used to not only grade student papers but also to provide appropriate feedback for student performance on the levels of achievement. Quizzes can be automatically graded. Any additional attempts are drawn from a bank of questions. Results from this pilot study show the benefits of multiple attempts at quizzes and assignments. Students who took advantage of multiple attempts did improve their scores. The paper also discusses further research that to help support this practice.
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Guess the Score, fostering collective intelligence in the class
Appears in:
el 15(6): e6

Authors:
Josep M. Monguet, Jaime Meza

Abstract:
This paper proposes the use of serious games as a tool to enhance collective intelligence of undergraduate and graduate students. The development of social skills of individuals in a group is related to the performance of the collective intelligence of the group manifested through the shared and co…This paper proposes the use of serious games as a tool to enhance collective intelligence of undergraduate and graduate students. The development of social skills of individuals in a group is related to the performance of the collective intelligence of the group manifested through the shared and collaborative development of intellectual tasks [1]. Guess the Score GS, is a serious game implemented by means of an online tool, created to foster the development, collaboration and engagement of students. It's has been designed with the intention of facilitating the development of individual’s social skills in a group in order to promote education of collective intelligence. This paper concludes that the design of learning activities using serious games as a support tool in education, generate awareness about of utilities of gaming in the collective learning environment and the fostering of collective intelligence education.
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The PoSE Project: the Potential of Technological Learning for Postural Education in Schoolchildren
Appears in:
el 15(6): e7

Authors:
Ilaria Bortone, Nadia Agnello, Alberto Argentiero, Valentina Denetto, Cosimo Neglia, Giuseppe Palestra, Marco Benvenuto

Abstract:
Back pain in children and adolescents is quite common, so developing preventive strategies for back pain is highly desirable. This article describes a planned school-based postural education project (PoSE) to promote healthy behaviors among middle school students and their families and to moderate …Back pain in children and adolescents is quite common, so developing preventive strategies for back pain is highly desirable. This article describes a planned school-based postural education project (PoSE) to promote healthy behaviors among middle school students and their families and to moderate postural diseases. As first s tep, we e valuated which a spects of postural behaviors were integrated in children’s lifestyle through a questionnaire. Then, the educational program consisted of interactive lessons on back posture and good principles both in class and at home. A participatory approach was used to evaluate attempts to involve all who have a stake in outcomes in order to take action and effect change. The strength of the participatory
approach used in this study lies in the contribution to empowerment social change.
more »

Scope

Education is one domain that has accompanied civilization throughout the centuries, adapting its tools to fulfill the expectations of students and the needs of teachers. Such tools can be as obvious and traditional as pencils and notebooks, or as complex and innovative as websites or multi-user virtual environments. Typical in-person learning environments, such as classrooms and meeting rooms, are at times not the best solution to enable and maximize a students ability to learn. Although they do fulfill their purpose of giving students the opportunity to understanding course material and to of reaching their instructors, they sometimes can create barriers that cannot be easily overcome.

Accessibility and usability of online learning
Assessment of e-learning strategies and outcomes
Augmented reality and associated pedagogies
Best Practices of e-Learning around the world
Big Data in global e-Learning
Blended learning
Collaborative learning in in various learnin…

Accessibility and usability of online learning
Assessment of e-learning strategies and outcomes
Augmented reality and associated pedagogies
Best Practices of e-Learning around the world
Big Data in global e-Learning
Blended learning
Collaborative learning in in various learning environments
High-impact practices in e-Learning
Immersive learning and mixed reality
Innovative solutions for e-Learning
Intelligent learning and intelligent learning management systems
Learning analytics
Massive open online courses
Mobile learning and its large-scale implementation
Security and privacy in education and e-learning systems
Social learning and social networks
Social and organizational perspectives
Standards and infrastructures
Student engagement in various learning settings
Educational Models and Frameworks
Virtual and Augmented Learning Environments

DOAJ
DBLP
CrossRef
EBSCO Discovery Service
[EBSCO Essentials](https://essentials.ebsco.com/search/eds/…

Editors-in-Chief
Rossitza Goleva, New Bulgarian University, Bulgaria
Associate Editor-in-Chief
Barış Atiker, Aydın Adnan Menderes University, Türkiye
Editorial Board
Alberto Bucciero, Università del Salento, Italy
Amruth Kumar, Ramapo College of New Jersey, USA
Anasol Pena Ri…

Editors-in-Chief
Rossitza Goleva, New Bulgarian University, Bulgaria
Associate Editor-in-Chief
Barış Atiker, Aydın Adnan Menderes University, Türkiye
Editorial Board
Alberto Bucciero, Università del Salento, Italy
Amruth Kumar, Ramapo College of New Jersey, USA
Anasol Pena Rios, University of Essex and British Telecom, UK
Andrea Pandurino, Università del Salento, Italy
Andrey Lyamin, ITMO University, Russia
Athanassios Jimoyiannis, University of Peloponnese, Greece
Dagmar Caganova, Slovak University of Technology, Slovakia
Debbie Holley, Bournemouth University, UK
Edward Currie, Middlesex University, UK
Eusebio Scornavacca, University of Baltimore, USA
Evgeniy Efimchik, ITMO University, Russia
Francisco Bellido, Universidad de Córdoba, Spain
George Evangelinos, Anglia Ruskin University, UK
Goran Trajkovski, Western Governors University, USA
Gordon Hunter, Kingston University, UK
Jaime Meza, Universitat Politècnica de Catalunya, Spain
Jamshid Beheshti, McGill University, Canada
Jia Chen, Shanghai International Studies University, China
John Carfora, Loyola Marymount University, USA
John O'Connor, Dublin Institute of Technology, Ireland
Jonathon Richter, Director of iLRN, USA
Luca Ferrari, Università di Bologna, Italy
Mark J. W. Lee, School of Education Charles Sturt University, Australia
Markus Helfert, Dublin City University, Ireland
Matthias Glowatz, University College Dublin, Ireland
Melody Buckner, University of Arizona, USA
Michelle Crosby-Nagy, International Business School, Hungary
Nicoletta Adamo-Villani, Purdue University, USA
Nurul Badrul, Centre for Instructor and Advanced Skill Training, Malaysia
Radhika Pai, Manipal Institute of Technology, India
Regina Kaplan-Rakowski, Southern Illinois University, USA
Richard Boateng, University of Ghana, Ghana
Sabrina Leone, Università Politecnica delle Marche, Italy
Stefano Za, LUISS University, Italy
Sujan Shrestha, University of Baltimore, USA
Victor Zamudio, Instituto Tecnologico de Leon, Mexico
Vladimír Bradáč, Ostravská Univerzita, Czech Republic
Vladimir Uskov, Bradley University, USA
Xuesong Zhai, Science and Technology University of China, China
Xianwei Jiang, Nanjing Normal University of Special Education, China
Emeritus Editors-in-Chief
Marco Zappatore, University of Salento, Italy

Journal Blurb

EAI Endorsed Transactions on e-Learning is an open access, peer-reviewed scholarly journal focused on topics belonging to the variegated and engaging e-Learning landscape, ranging from various types of distance learning (e.g., online, mobile, cloud, hybrid) to virtual laboratory environments supported by sound pedagogies, cutting-edge technologies and much more. The journal publishes research articles, review articles, commentaries, editorials, technical articles, and short communications with a triannual frequency. Authors are not charged for article submission and processing.

Publisher: ICST
ISSN: 2032-9253
Volume: 2

Published: 2015-07-14

EUDL

A Qualitative Exploration of the DIGCOMP Digital Competence Framework: Attitudes of students, academics and administrative staff in the health faculty of a UK HEI

A Study of the Effects of First Person versus Third Person View in Educational Animation

A way of Supporting Non-Arabic Speakers in Identifying Arabic Letters and Reading Arabic script in our new E-Learning System

Using Virtual Laboratories as Interactive Textbooks: Studies on Blended Learning in Biotechnology Classrooms

Utilizing LMS tools to help with student assessment in an online course

Guess the Score, fostering collective intelligence in the class

The PoSE Project: the Potential of Technological Learning for Postural Education in Schoolchildren

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EAI Endorsed Transactions on e-Learning

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Journal Blurb

About EAI

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