| Author | Title | Year | Journal/Proceedings | Reftype | DOI/URL |
|---|---|---|---|---|---|
| Dahl, D. & Vossen, G. | Evolution of learning folksonomies: social tagging in e-learning repositories | 2008 | International Journal of Technology Enhanced Learning | article | URL |
| Abstract: Repositories for learning objects typically offer two different views for the discovery of stored content: search based on keywords and navigation in a context-dependent directory. In the course of the Web 2.0 phenomenon, the social tagging mechanism provides a new way to categorise and organise content. This user-centred approach, generating the so-called folksonomies, is also offering high potential for the context of e-Learning repositories. The paper illustrates how this particular Web 2.0 technique can be exploited within the metadata repository share.loc and the content repository Learnr, both under development at the University of Muenster. | |||||
BibTeX:
@article{Dahl_Vossen_2008,
author = {Daniel Dahl and Gottfried Vossen},
title = {Evolution of learning folksonomies: social tagging in e-learning repositories},
journal = {International Journal of Technology Enhanced Learning},
year = {2008},
volume = {1},
number = {1/2},
pages = {35--46},
url = {http://dx.doi.org/10.1504/IJTEL.2008.020229}
}
|
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| Fresen, J. | A Taxonomy of Factors to Promote Quality Web-Supported Learning. | 20070701 | International Journal on E-Learning | article | URL |
| Abstract: This article reports on a case study of the e-learning production unit at the University of Pretoria, South Africa. Phase 1 of the study, completed in 2003, was the design and development of a process-based quality management system for web-supported learning (WSL) using a basic ISO 9000 approach (University of Pretoria, 2003). The second phase, reported in this article, investigated what factors directly affect the quality of the web-supported learning opportunities (products) produced. A taxonomy of critical success factors for quality web-supported learning was derived from a comparative analysis of the literature. It was refined and validated by critical colleagues within the case study. It has three components: • underlying assumptions and exogenous factors; • refined taxonomy of factors in six categories; and • graphic interpretation based on Ingwersen's (1996) model of information retrieval. The taxonomy emphasizes the dynamic nature of the teaching and learning process and non | |||||
BibTeX:
@article{2499387020070701,
author = {Jill Fresen},
title = {A Taxonomy of Factors to Promote Quality Web-Supported Learning.},
journal = {International Journal on E-Learning},
year = {20070701},
volume = {6},
number = {3},
pages = {p351 - 362},
url = {http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=24993870&site=ehost-live}
}
|
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| Gaiser, B. | Lehre im Web 2.0 – Didaktisches Flickwerk oder Triumph der Individualität? [BibTeX] |
2008 | e-teaching.org | article | URL |
BibTeX:
@article{Gaiser2008,
author = {Birgit Gaiser},
title = {Lehre im Web 2.0 – Didaktisches Flickwerk oder Triumph der Individualität?},
journal = {e-teaching.org},
year = {2008},
url = {http://www.e-teaching.org/didaktik/kommunikation/08-09-12_Gaiser_Web_2.0.pdf}
}
|
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| García, P., Schiaffino, S. & Amandi, A. | An enhanced Bayesian model to detect students’ learning styles in Web-based courses. | 20080801 | Journal of Computer Assisted Learning | article | URL |
| Abstract: Students acquire and process information in different ways depending on their learning styles. To be effective, Web-based courses should guarantee that all the students learn despite their different learning styles. To achieve this goal, we have to detect how students learn: reflecting or acting; steadily or in fits and starts; intuitively or sensitively. In a previous work, we have presented an approach that uses Bayesian networks to detect a student's learning style in Web-based courses. In this work, we present an enhanced Bayesian model designed after the analysis of the results obtained when evaluating the approach in the context of an Artificial Intelligence course. We evaluated the precision of our Bayesian approach to infer students’ learning styles from the observation of their actions with a Web-based education system during three semesters. We show how the results from one semester enabled us to adjust our initial model and helped teachers improve the content of the course | |||||
BibTeX:
@article{3301755520080801,
author = {P. García and S. Schiaffino and A. Amandi},
title = {An enhanced Bayesian model to detect students’ learning styles in Web-based courses.},
journal = {Journal of Computer Assisted Learning},
year = {20080801},
volume = {24},
number = {4},
pages = {p305 - 315},
url = {http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=33017555&site=ehost-live}
}
|
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| Haake, A., Lukosch, S. & Schümmer, T. | Wiki-Templates: Adding Structure Support to Wikis on Demand. [BibTeX] |
2005 | Int. Sym. Wikis | inproceedings | URL |
BibTeX:
@inproceedings{conf/wikis/HaakeLS05,
author = {Anja Haake and Stephan Lukosch and Till Schümmer},
title = {Wiki-Templates: Adding Structure Support to Wikis on Demand.},
booktitle = {Int. Sym. Wikis},
publisher = {ACM},
year = {2005},
pages = {41-51},
url = {http://dblp.uni-trier.de/db/conf/wikis/wikis2005.html#HaakeLS05}
}
|
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| Heaton-Shrestha, C., Gipps, C., Edirisingha, P. & Linsey, T. | Learning and e-learning in HE: the relationship between student learning style and VLE use. | 20071201 | Research Papers in Education | article | URL |
| Abstract: The article addresses the issue of whether student learning style has an impact on use of a learning technology such as a virtual learning environment (VLE). It is based on material from a broader research project at a UK university (Kingston University) on the use of VLEs in teaching and learning and explores the findings from the analysis of qualitative interviews with 43 first-year undergraduate students, drawn from three faculties and four subject areas. It discusses the features of the VLE that are most valued by students (including their evaluation of more flexible modalities of learning); how students integrate the VLE with other learning and studying activities; and the specific ways in which various learning styles and approaches affect VLE use. [ABSTRACT FROM AUTHOR] | |||||
BibTeX:
@article{2726867420071201,
author = {Celayne Heaton-Shrestha and Caroline Gipps and Palitha Edirisingha and Tim Linsey},
title = {Learning and e-learning in HE: the relationship between student learning style and VLE use.},
journal = {Research Papers in Education},
year = {20071201},
volume = {22},
number = {4},
pages = {p443 - 464},
url = {http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=27268674&site=ehost-live}
}
|
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| Kerres, M. | Potenziale von Web 2.0 nutzen [BibTeX] |
2006 | Handbuch E-Learning | incollection | |
BibTeX:
@incollection{Ker06,
author = {Michael Kerres},
title = {Potenziale von Web 2.0 nutzen},
booktitle = {Handbuch E-Learning},
publisher = {DWD},
year = {2006}
}
|
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| Kleinmann, B., Özkilic, M. & Göcks, M. | Studieren im Web 2.0. Studienbezogene Web- und E-Learning-Dienste [BibTeX] |
2008 | misc | URL | |
BibTeX:
@misc{Kleinmann2008,
author = {Bernd Kleinmann and Murat Özkilic and Marc Göcks},
title = {Studieren im Web 2.0. Studienbezogene Web- und E-Learning-Dienste},
year = {2008},
url = {https://hisbus.his.de/hisbus/docs/hisbus21.pdf}
}
|
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| Kleinmann, B., Özkilic, M. & Göcks, M. | Studieren im Web 2.0. Studienbezogene Web- und E-Learning-Dienste [BibTeX] |
2008 | misc | URL | |
BibTeX:
@misc{Kleinmann2008,
author = {Bernd Kleinmann and Murat Özkilic and Marc Göcks},
title = {Studieren im Web 2.0. Studienbezogene Web- und E-Learning-Dienste},
year = {2008},
url = {https://hisbus.his.de/hisbus/docs/hisbus21.pdf}
}
|
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| Vaughan, N. | Perspectives on Blended Learning in Higher Education. | 20070101 | International Journal on E-Learning | article | URL |
| Abstract: This article explores the benefits and challenges of blended learning in higher education from the perspective of students, faculty, and administration that have had direct experience with this form of course delivery. Students indicate that a blended learning model provides them with greater time flexibility and improved learning outcomes but that initially they encounter issues around time management, taking greater responsibility for their own learning, and using sophisticated technologies. Faculty suggest that blended courses create enhanced opportunities for teacher-student interaction, increased student engagement in learning, added flexibility in the teaching and learning environment, and opportunities for continuous improvement. They state that the challenges faced in developing such a course include a lack of time, support and resources for course redesign, acquiring new teaching and technology skills, plus the risks associated with delivering a course in a blended format. Fr | |||||
BibTeX:
@article{2331659620070101,
author = {Norman Vaughan},
title = {Perspectives on Blended Learning in Higher Education.},
journal = {International Journal on E-Learning},
year = {20070101},
volume = {6},
number = {1},
pages = {p81 - 94},
url = {http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=23316596&site=ehost-live}
}
|
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Created by JabRef export filters on 05/12/2008 by the social publication management platform BibSonomy