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Who is responsible for E-Learning Success in Higher Education? A Stakeholders' Analysis
By Nicole Wagner
DeGroote School of Business,
McMaster University, Canada,
Khaled Hassanein
DeGroote School of Business,
McMaster University, Canada
and Milena Head
DeGroote School of Business,
McMaster University, Canada
ABSTRACT
Successful implementation of e-learning is dependent on the extent to which the needs and concerns of the stakeholder groups involved are addressed. This paper discusses e-learning, describes the needs and concerns of the various stakeholder groups, and derives a Stakeholders' Responsiblity Matrix to summarize the responsibilities of each stakeholder group. Fulfilling the responsibilities described in the Stakeholders’ Responsibility Matrix will address the needs and concerns of each stakeholder groups, thereby encouraging the success of e-learning in higher education.
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Experimental Evaluation of an Instructional Supporting Tool in Distance Learning
By Athanasis Karoulis
Dept. of Informatics, Aristotle University of Thessaloniki,
Thessaloniki, Greece,
Ioannis Stamelos
Dept. of Informatics, Aristotle University of Thessaloniki,
Thessaloniki, Greece
and Lefteris Angelis
Dept. of Informatics, Aristotle University of Thessaloniki,
Thessaloniki, Greece
ABSTRACT
This paper describes a controlled experiment concerning the use of a learning aid during an open and distance learning (ODL) course. The core issue of investigation is whether this instructional aid can support, guide, and scaffold the distant student in his/her study. For this purpose, a controlled experiment was conducted with the participation of 191 undergraduate students at the department of informatics at a university in Greece. The considered domain was two lessons concerning human–computer interaction (HCI), the first in usability engineering and the second in interface evaluation methodologies. A test session was also conducted to collect data on the assessment of the effectiveness of the proposed tool. Descriptive statistics as well as a variety of statistical methods have been applied to the collected data in order to test the research hypotheses. The results have shown a statistically significant difference in performance for the student group that used the tool. In order to validate these results, a validity evaluation was also considered and presented. Finally, concerns about the application of the tool in a broader context and further research on the area are also presented.
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Blended learning: Using technology in and beyond the language classroom
(Book Review)
Reviewer:
By Jesús García Laborda
Associate Professor in Applied Linguistics
Polytechnic University of Valencia
E. P. S. Gandía, Valencia, Spain
Textbook Details:
Blended learning: Using technology in and beyond the language classroom
By Pete Sharma and Barney Berrett
Macmillan
ISBN 978-0-230-02083-2
2007, 160 pages
Blended learning is the combination of delivery procedures in learning. In this century, blended learning has been defined as the combination of “face-to-face instruction with online learning using a learning management system” (Irons, Keel, & Bielema, 2002). However, with the new millennium, blended learning activities have been refocused and developed (Cooney, Gupton & O'Laughlin, 2000; Lim, 2002) although they had been present in the classroom almost from the beginning of the use of technology and computers in education.Read more...
Related link
Journal of Educational Technology & Society
Volume 11, Number 3, 2008
Download Complete Issue in PDF
