Search

These proceedings contain the papers of the International Conference e-Learning 2014, which was organised by the International Association for Development of the Information Society and is part of the Multi Conference on Computer Science and Information Systems (Lisbon, Portugal July 15-19, 2014). The e-Learning 2014 conference aims to address the main issues of concern within e-Learning. This conference covered technical as well as the non-technical aspects of e-Learning under seven main areas: Organisational Strategy and Management Issues; Technological Issues; e-Learning Curriculum Development Issues; Instructional Design Issues; e-Learning Delivery Issues; e-Learning Research Methods and Approaches; e-Skills and Information Literacy for Learning. The conference included the Keynote Lecture: "Moving Higher Education Forward in the Digital Age: Realising a Digital Strategy," by Neil Morris, Professor of Educational Technology, Innovation and Change and Director of Digital Learning, University of Leeds, UK. Papers in these proceedings include: (1) Culture, Gender and Technology-Enhanced Learning: Female and Male Students' Perceptions Across Three Continents, Thomas Richter and Asta Zelenkauskaite; (2) IPads In Learning: The Web of Change Bente Meyer; (3) A Blended Approach to Canadian First Nations Education, Martin Sacher, Mavis Sacher and Norman Vaughan; (4) A Storytelling Learning Model For Legal Education, Nicola Capuano, Carmen De Maio, Angelo Gaeta, Giuseppina Rita Mangione, Saverio Salerno and Eleonora Fratesi; (5) Acceptance and Success Factors for M-Learning of ERP Systems Curricula, Brenda Scholtz and Mando Kapeso; (6) Self-Regulation Competence in Music Education, Luca Andrea Ludovico and Giuseppina Rita Mangione; (7) Time-Decayed User Profile for Second Language Vocabulary Learning System, Li Li and Xiao Wei; (8) E-Learning Trends and Hypes in Academic Teaching: Methodology and Findings of a Trend Study, Helge Fischer, Linda Heise, Matthias Heinz, Kathrin Moebius and Thomas Koehler; (9) Proof of Economic Viability of Blended Learning Business Models, Carsten Druhmann and Gregor Hohenberg; (10) Does Satellite Television Program Satisfy Ethiopian Secondary School Students? Sung-Wan Kim and Gebeyehu Bogale; (11) Organisation and Management of a Complete Bachelor Degree Offered Online at the University of Milan for Ten Years, Manuela Milani, Sabrina Papini, Daniela Scaccia and Nello Scarabottolo; (12) Structural Relationships between Variables of Elementary School Students' Intention of Accepting Digital Textbooks, Young Ju Joo, Sunyoung Joung, Se-Bin Choi, Eugene Lim and Kyung Yi Go; (13) Dynamic Fuzzy Logic-Based Quality of Interaction within Blended-Learning: The Rare and Contemporary Dance Cases, Sofia B. Dias, José A. Diniz and Leontios J. Hadjileontiadis; (14) Do English Listening Outcome and Cognitive Load Change for Different Media Delivery Modes in U-Learning?, Chi-Cheng Chang, Hao Lei and Ju-Shih Tseng; (15) The Use of ELGG Social Networking Tool for Students' Project Peer-Review Activity, Ana Coric Samardzija and Goran Bubas; (16) Educational Multimedia Profiling Recommendations for Device-Aware Adaptive Mobile Learning, Arghir-Nicolae Moldovan, Ioana Ghergulescu and Cristina Hava Muntean; (17) Inside, Outside, Upside Down: New Directions in Online Teaching and Learning, Lena Paulo Kushnir and Kenneth C. Berry; (18) A Study on the Methods of Assessment and Strategy of Knowledge Sharing in Computer Course, Pat P. W. Chan; (19) Using Agent-Based Technologies to Enhance Learning in Educational Games, Ogar Ofut Tumenayu, Olga Shabalina, Valeriy Kamaev and Alexander Davtyan; (20) Designing a Culturally Sensitive Wiki Space for Developing Chinese Students' Media Literacy, Daria Mezentceva; (21) Shared Cognition Facilitated by Teacher Use of Interactive Whiteboard Technologies, Christine Redman and John Vincent; (22) Modeling Pedagogy for Teachers Transitioning to the Virtual Classroom, Michael J. Canuel and Beverley J. White; (23) The Effectiveness of SDMS in the Development of E-Learning Systems in South Africa, Kobus van Aswegen, Magda Huisman and Estelle Taylor; (24) Online Learning Behaviors for Radiology Interns Based on Association Rules and Clustering Technique, Hsing-Shun Chen and Chuen-He Liou; (25) The Use of SDMS in Developing E-Learning Systems in South Africa, Estelle Taylor, Kobus van Aswegen and Magda Huisman; (26) Assessment of the Use of Online Comunities to Integrate Educational Processes Development Teams: An Experience in Popular Health Education in Brazil, Elomar Castilho Barilli, Stenio de Freitas Barretto, Carla Moura Lima and Marco Antonio Menezes; (27) Stereo Orthogonal Axonometric Perspective for the Teaching of Descriptive Geometry, José Geraldo Franco Méxas, Karla Bastos Guedes and Ronaldo da Silva Tavares; (28) Delivery of E-Learning through Social Learning Networks, Georgios A. Dafoulas and Azam Shokri; (29) The Implementation of Web 2.0 Technology for Information Literacy Instruction in Thai University Libraries, Oranuch Sawetrattanasatian; (30) Designing Educational Social Machines for Effective Feedback, Matthew Yee-King, Maria Krivenski, Harry Brenton, Andreu Grimalt-Reynes and Mark d'Inverno; (31) A Support System for Error Correction Questions in Programming Education, Yoshinari Hachisu and Atsushi Yoshida; (32) A Platform for Learning Internet of Things, Zorica Bogdanovic, Konstantin Simic, Miloš Milutinovic, Božidar Radenkovic and Marijana Despotovic-Zrakic, (33) Dealing with Malfunction: Locus of Control in Web-Conferencing, Michael Klebl; (34) Copyright and Creative Commons License: Can Educators Gain Benefits in the Digital Age? (Wariya Lamlert); (35) The Curriculum Design and Development in MOOCs Environment (Fei Li, Jing Du and Bin Li); (36) Stakeholders Influence in Maltese Tourism Higher Education Curriculum Development (Simon Caruana and Lydia Lau); (37) Online Social Networks and Computer Skills of University Students (Maria Potes Barbas, Gabriel Valerio, María Del Carmen Rodríguez-Martínez, Dagoberto José Herrera-Murillo and Ana María Belmonte-Jiménez); (38) Implementation of Artificial Intelligence Assessment in Engineering Laboratory Education (Maria Samarakou, Emmanouil D. Fylladitakis, Pantelis Prentakis and Spyros Athineos); (39) An Exploration of the Attitude and Learning Effectiveness of Business College Students towards Game Based Learning (Chiung-Sui Chang, Ya-Ping Huang and Fei-Ling Chien); (40) Application of E-Learning Technologies to Study a School Subject (Nadia Herbst and Elias Oupa Mashile); (41) Possibilities of Implementation of Small Business Check-Up Methodology in Comparative Analysis of Secondary Schools and Universities in Slovakia (Katarína Štofková, Ivan Strícek and Jana Štofková); (42) Digging the Virtual Past (Panagiota Polymeropoulou); (43) Technology Acceptance of E-Learning within a Blended Vocational Course in West Africa (Ashwin Mehta); (44) Development of an E-Learning Platform for Vocational Education Systems in Germany (Andreas Schober, Frederik Müller, Sabine Linden, Martha Klois and Bernd Künne); (45) Facebook Mediated Interaction and learning in Distance Learning at Makerere University (Godfrey Mayende, Paul Birevu Muyinda, Ghislain Maurice Norbert Isabwe, Michael Walimbwa and Samuel Ndeda Siminyu); (46) Assessing the Purpose and Importance University Students Attribute to Current ICT Applications (Maurice Digiuseppe and Elita Partosoedarso); (47) E-Learning System for Design and Construction of Amplifier Using Transistors (Atsushi Takemura); (48) Technology, Gender Attitude, and Software, among Middle School Math Instructors (Godwin N. Okeke); (49) Structuring Long-Term Faculty Training According to Needs Exhibited by Students' Written Comments in Course Evaluations (Robert Fulkerth); (50) Integration of PBL Methodologies into Online Learning Courses and Programs (Roland Van Oostveen, Elizabeth Childs, Kathleen Flynn and Jessica Clarkson); (51) Improving Teacher-Student Contact in a Campus Through a Location-Based Mobile Application (Vítor Manuel Ferreira and Fernando Ramos); (52) Incorporating Collaborative, Interactive Experiences into a Technology-Facilitated Professional Learning Network for Pre-Service Science Teachers (Seamus Delaney and Christine Redman); (53) The Efficiency of E-Learning Activities in Training Mentor Teachers (Laura Serbanescu and Sorina Chircu); (54) Development of an IOS App Using Situated Learning, Communities of Practice, and Augmented Reality for Autism Spectrum Disorder (Jessica Clarkson); (55) Using Case-Based Reasoning to Improve the Quality of Feedback Provided by Automated Grading Systems (Angelo Kyrilov and David C. Noelle); (56) International Multidisciplinary Learning: An Account of a Collaborative Effort among Three Higher Education Institutions (Paul S. H. Poh, Robby Soetanto, Stephen Austin and Zulkifar A. Adamu); (57) Interactive Learning to Stimulate the Brain's Visual Center and to Enhance Memory Retention (Yang H. Yun, Philip A. Allen, Kritsakorn Chaumpanich and Yingcai Xiao); (58) How Digital Technologies, Blended Learning and MOOCs Will Impact the Future of Higher Education (Neil P. Morris); (59) Factors Influencing the Acceptance of E-Learning Adoption in Libya's Higher Education Institutions (Mahfoud Benghet and Markus Helfert); (60) Motivation as a Method of Controlling the Social Subject Self-Learning (Andrey V. Isaev, Alla G. Kravets and Ludmila A. Isaeva); (61) Designing Environment for Teaching Internet of Things (Konstantin Simic, Vladimir Vujin, Aleksandra Labus, Ðorde Stepanic and Mladen Stevanovic); (62) Fostering Critical Thinking Skills in Students with Learning Disabilities through Online Problem-Based Learning (Kathleen Flynn); and (63) A System for the Automatic Assembly of Test Questions Using a NO-SQL Database (Sanggyu Shin and Hiroshi Hashimoto). Luís Rodrigues is an associate editor of the proceedings. Individual papers contain references. An author index is included.

As part of the usual end of year meeting that has been a feature of the National Center for Engineering and Technology Education (NCETE) project, a conference intending to provide a forum for young voices in an outside of the Center was organized. The basic model for the gathering was borrowed from track and field. This was to be an intellectual conference meet, to which teams of scholars and their coaches/mentors would come, drawn from university programs where scholars worked at the intersection of engineering education and technology education, to share ideas and to engage each other. The conference theme was to be Research in Engineering and Technology Education (RETE). These proceedings summarize ideas from the presentations made during the day. One group of papers focused upon exploring "teachers' knowledge and dispositions to" science, technology, engineering, and mathematics (STEM) curriculum and instruction. A second set of papers focused upon "dealing with ill-defined problems and complex systems." A third set of papers "examine problem solving predisposition in children and adolescents." Three of the papers explore student interest in STEM careers. Beyond papers that cluster thematically are a few that pursue interesting lines that were influenced by cognitive and creativity considerations. This publication presents the following papers: (1) Engineering byDesign[TM] Professional Development Evaluation Summary Report (Jenny Daugherty); (2) Knowing What Engineering and Technology Teachers Need to Know: A Content Analysis of Pre-service Teachers' Engineering Design Problems (Todd D. Fantz); (3) Strategies for Integrating STEM Content: A Pilot Case Study (Fred Figliano); (4) High School STEM Educators' Self-Efficacy Beliefs at Various Career Stages (Brent Holt); (5) Investigating Middle School Teachers' Engineering Subject Matter and Pedagogical Content Knowledge (Morgan Hynes); (6) Examination of Engineering Design in Curriculum Content and Assessment Practices of Secondary Technology Education (Todd R. Kelley); (7) Comparing Question Posing Capability Across High School Curricula: A Research Proposal (Benjamin Franske); (8) The Efficacy of Cross-discipline Representations for Ill-defined IAS Concepts (Steven Rigby); (9) Complex Systems in Engineering and Technology Education: A Mixed Methods Study Investigating the Role Software Simulations Serve in Student Learning (Douglas J. Walrath); (10) Effects of Metacognitive Journaling on Academic Achievement of High School Students (Katrina M. Cox); (11) Aspects of Problem Solving in Children Prekindergarten to Ninth Grade: Focus on Functional Fixedness (Michael Nehring); (12) Divergent Thinking Skills in Science and Engineering: Influence of Gender and Grade Level (Leah C. Roue); (13) Design Twice, Build Once: Teaching Engineering Design in the Middle and High School Classroom (Shawn Jordan and Nielsen Pereira); (14) Academic Performance as a Predictor of Student Growth in Achievement and Mental Motivation During an Engineering Design Challenge in Engineering and Technology Education (Nathan Mentzer); (15) A Study of Factors Affecting Career Decision-Making Self-Efficacy and Engineering Related Goal Intentions Among African American High School Students (Chandra Austin); (16) Impact of Mentorship Programs on African-American High School Students' Perceptions of Engineering (Cameron D. Denson); (17) Student Interest in STEM Careers: Development of Instrument for High School STEM-Based Programs (Mark Patrick Mahoney); (18) Children's Multiple Representations of Ideas in Science (Brian Gravel); (19) The Cognitive Processes and Strategies of an Expert and Novice in the Design of a Wireless Radio Frequency Network (Matthew D. Lammi); and (20) Perceptions of Creativity in Art, Music and Technology Education (David Stricker). Individual papers contain tables, figures, footnotes and references.

In this paper, we report the results of a 3-year, quasi-experimental study comparing students' engagement and deep learning of course materials between students who took an undergraduate engineering course that used a video game approach to a control group. The video game, EduTorcs, provided challenges in which students devised control algorithms that race virtual cars through a simulated race track. Theoretically, the study is rooted in Mayer and colleague's cognitive theory of multimedia learning. Engagement was measured with the Experience Sampling Method. Students taking the game-based course reported greater intrinsic motivation and engagement than students taking the course in the traditional way; and they performed significantly better on tests of complex course concepts designed to measure deep learning.

Artificial intelligence (AI) education is still in the exploratory stage for K-12 schools. There is a serious lack of studies that informed schools teachers about AI curriculum design. Accordingly, this paper presented an AI curriculum and examined whether the curriculum improves students' perceived AI knowledge, attitudes, and motivation towards AI, as well as caters to students with different genders and academic achievement. It involved 64 grade 8-9 students. Results show that in the AI curriculum, 1) the students' self-report indicated that they became more competent, developed more positive attitude and higher intrinsic motivation to learn AI, 2) there were insignificant differences between girl and boys, and 3) there were almost no significant differences between high and low achieving students.

Formally describing and assessing the difficulty of learning and teaching material is important for quality assurance in university teaching, for aligning teaching and learning activities, and for easing communications among stakeholders such as teachers and students. This paper proposes a novel taxonomy to describe and quantify the difficulty levels of exam questions and exercises encountered in engineering-related contexts. This paper also describes the development and piloting processes of the new taxonomy. The proposed taxonomy consists of two dimensions which describe the difficulty in understanding/explaining and using/applying a content unit. The piloting phase included ten purposefully selected experts in the field of control engineering, external to the project, who tested the performance, utility, ease of use, and clarity of the new taxonomy. The results indicate that the users were able to provide consistent and coherent assessments of the difficulty levels of 15 selected exam questions. The paper further discusses suggestions for improvement voiced by the participants to promote an even more consistent and coherent assessment of engineering students' mastery of the subject. [For the full proceedings, see ED625421.]

This paper investigates the effect of sentence complexity, specifically lexical and syntactic surprisal, on L2 listening difficulty. Psycholinguistic studies revealed that surprisal cases correlate with textual comprehension difficulty. Based on surprisal theory, these cases are less probable or expected, considering the precedent context, thus require more complex processing to comprehend. Little is known about the influence of the surprisal factor on L2 listening comprehension. We aim to examine this effect and propose to include these cases in captioning to assist L2 listeners. Since conventional captions include the whole transcript, we use Partial and Synchronized Caption (PSC) with limited textual clues, which allows for highlighting surprisal cases to reduce ambiguity. In our experiment, intermediate learners of English (undergraduates) were asked to transcribe and paraphrase videos containing surprisal cases. Results revealed that learners faced difficulty when encountering surprisal, which was partially addressed with the help of PSC, yet more assistance was required. [For the complete volume, "CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020)," see ED610330.]

Due to the scarcity of studies analysing Spanish-speaking students' acquisition of pragmatic competence in English, this paper focuses on the preliminary stage of a longitudinal study on the impact that Synchronous Computer-Mediated Communication (SCMC) has on the use of apologies and the acquisition of intercultural communicative competence. In other words, this paper presents the type of explicit instruction that students from Spain need in order to improve their ability to express apologies, and how interaction with English-speaking students through Skype will help them to acquire the strategies that L1 speakers use in everyday conversations. Spanish-speaking students will complete a pre- and post-test questionnaire to measure their level of pragmatic knowledge before and after the interaction with English-speaking students. Additionally, a control group will carry out the task via face-to-face interaction. It is envisaged that after the telecollaborative exchanges, Spanish students in the experimental group will experience greater improvement in the performance of apologies than those in the control group and, subsequently, in their pragmatic competence. [For the complete volume, "CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020)," see ED610330.]

Massive Open Online Courses (MOOCs) have become a prominent alternative source of learning for engineering and science students. This rising proclivity for MOOCs among students is based on multiple factors. Several studies have focused on factors that affect MOOCs usage, and most of them have used the Motivation theory. These studies have primarily focused on intrinsic motivations and tangible benefits of MOOCs. However, they have rarely examined why students spend on MOOCs. This paper examines why students are paying only for a certain courses on MOOCs. Our analysis uses the theory of consumption value (TCV) to explain this phenomenon. This study uses a survey method to investigate the students' pursuit of various courses on different MOOC platforms. The survey questionnaire elicited students to share information about MOOCs they have pursued, either free or paid. Our analysis reveals that personal motivations, negative classroom experiences and different learning reasons influence Indian students to pursue MOOCs. The expenditure analysis of students on MOOCs shows that students find Computer Science and Engineering (CSE) courses are more valuable than courses from any other discipline. Finally, we discuss the findings and interpret its implications with respect to future of learning in higher education. [For the full proceedings, see ED630948.]

Entrepreneurship is still young and developing in Mongolia, yet it is the main driver of the Mongolian economy. According to The National Statistics Office of Mongolia, small and medium businesses create 52.5% of all jobs in Mongolia. To ensure more qualified entrepreneurs join the labor market, educators and instructors can help with resources for their students that will enable them to create successful businesses. Entrepreneurship education can play an essential role in providing a qualified and skilled supply of entrepreneurs for the Mongolian economy. This paper will examine how project-based learning impacts engineering students' entrepreneurial mindset at Mongolia's university. The study will try to create awareness of the importance of entrepreneurship education and a project-based learning (PBL) approach for students with any engineering background. As a case study, this research will take "NUM Startup 2.0", a five-month program in that students can team up with their professors to build a startup company from the beginning. A qualitative research methodology will be used to conduct interviews with participants of NUM Startup 2.0. This research will use homogenous sampling to select students with similar backgrounds, and for a semi-structured in-depth interview, collected data will be analyzed using the thematic analysis method. Moreover, this research may provide valuable feedback to universities in Mongolia to develop more well-structured courses for students. [For the full proceedings, see ED630948.]

Regular expression (regex) coding has advantages for text analysis. Humans are often able to quickly construct intelligible coding rules with high precision. That is, researchers can identify words and word patterns that correctly classify examples of a particular concept. And, it is often easy to identify false positives and improve the regex classifier so that the positive items are accurately captured. However, ensuring that a regex list is complete is a bigger challenge, because the concepts to be identified in data are often sparsely distributed, which makes it difficult to identify examples of "false negatives." For this reason, regex-based classifiers suffer by having low recall. That is, it often misses items that should be classified as positive. In this paper, we provide a neural network solution to this problem by identifying a "negative reversion set," in which false negative items occur much more frequently than in the data set as a whole. Thus, the regex classifier can be more quickly improved by adding missing regexes based on the false negatives found from the negative reversion set. This study used an existing data set collected from a simulation-based learning environment for which researchers had previously defined six codes and developed classifiers with validated regex lists. We randomly constructed incomplete (partial) regex lists and used neural network models to identify negative reversion sets in which the frequency of false negatives increased from a range of 3%-8% in the full data set to a range of 12%-52% in the negative reversion set. Based on this finding, we propose an interactive coding mechanism in which human-developed regex classifiers provide input for training machine learning algorithms and machine learning algorithms "smartly" select highly suspected false negative items for human to more quickly develop regex classifiers. [For the full proceedings, see ED623995.]

This paper presents three case studies that examined the use of ClassTranscribe in a diverse set of undergraduate engineering classes in 2019 and 2020 at the University of Illinois at Urbana-Champaign. ClassTranscribe, a video viewing system designed with accessibility and learning in mind, was first presented to the ASEE [American Society for Engineering Education] community in 2019 [1]. The pedagogical features of the tool include: pause, leave and resume viewing; captions available in multiple languages; downloadable transcriptions; shareable links to video moments; and searchable content within each video and across an entire course. The importance of the tool in the context of a commitment to accessibility for engineering education is discussed. In addition, online video content that follows Universal Design for Learning principles enables all students to prepare for assessments and provides more equitable learning opportunities. Low-stress online learning opportunities may be particularly valuable for underrepresented minorities (e.g., [2] explored relative student improvement in multiple exams assessments in an online course with video lectures). The first study presented here describes two extremes: a supplemental-resource approach and primary-resource approach in the adoption of ClassTranscribe into an Electrical and Computer Engineering (ECE) and Computer Science (CS) course, respectively. In Spring 2020, ECE students used the tool as a supplemental learning resource to review and search live lecture captures. Whereas in the sophomore CS course (N=271 students), physical lectures were canceled and ClassTranscribe was used as a primary learning resource using short-length (<10 minute) videos. The methodology and analysis of the CS course outcomes were described in [3] but relevant findings are reproduced here: Students in the lowest quartile improved by 3.3 percentile points compared to previous semesters and statistically-significant positive learning outcomes were found at all levels of student performance. Each quartile of students who used the tool an above average amount of time led to increased final exam scores, with the lowest quartile increasing 14.4 absolute points compared to their in-quartile peers. A new contribution of this paper is an analysis of the interactions with the tool, which found three event types: Fullscreen-viewing, Change-playback-speed and Search-Transcription predicted improved exam performance and were statistically significant (p<0.01). In the second case study, video instruction was used to present safety and lab-handling techniques in a Bioengineering class prior to rigorous lab assessment. The student-specific analytic data available to the course instructor using the web interface allowed the instructor to check that each student had completed training materials prior to lab work. Student surveys measured several factors including the utility of the tool and students' preferences in video systems and video-based Bioengineering instruction. In the third case study, student feedback from CS and ECE courses were solicited on learning utility and digital accessibility. The majority of the 206 responses reported high utility ("moderately useful" or greater) of the tool when working on assignments (67%) and preparing for an exam (77%). The majority of respondents (96%, n=239) recommended the tool be re-used in future semesters of their course. We present example survey questions that respect student choice to not-self disclose a disability.