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Modelling the factors that affect utilisation 普通类
Understanding learners’ behaviour, perceptions and influence in terms of learner performance is crucial to predict the use of electronic learning systems. By integrating the task-technology fit (TTF) model and the theory of planned behaviour (TPB), this paper investigates the online learning utilisation of Taiwanese students. This paper provides a better understanding of individual, technological and social factors regarding online learning system performance. A total of 870 students who were earlier introduced to e-learning were surveyed after a period of exposure to the system. The results of the research model were analysed using a structural equation modelling approach to verify 10 hypotheses; support was found for eight of them. This paper offers a new perspective on the mechanisms through the TTF and TPB model constructs, which facilitates e-learning learner performance and offers important implications for understanding learner performance in online learning environments.
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Online role-play environments for higher education 普通类
As online environments and tools have evolved over the last 15–20 years, their use for role-based learning has expanded. This analysis draws on work for an Australian project that has been sharing and developing knowledge about the use of online role-plays in higher education. We describe the learning needs that online role-play can meet, and give examples of solutions—some using custom-built software and some using standard online learning environments. We use these examples to develop a framework for evaluating how new technologies can support role-based learning activities in universities, taking into account the needs of both learners and teachers.
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Overcoming barriers for eLearning in universities 普通类
This paper explores the role that eCompetence of faculty members play in the integration of eLearning in higher education. Learning technologies have the potential to enhance educational innovation, but the eLearning adoption rate of faculty in universities is so far disappointing. The motivation and capability of faculty to use information and communication technologies (ICT) in teaching and learning is influenced by competence development measures and wider institutional incentives that universities offer. The paper presents the findings of an international survey on eCompetence measures for faculty in 23 universities. Results show that traditional ICT training courses do not sufficiently motivate faculty to acquire the required competences and to engage in eLearning. Universities have to create innovative portfolios for faculty development which extend both the scope and breadth of formal training with non-formal measures like communities of practice, peer groups and networks. Beyond these competence development measures, institutional incentives like eLearning rewards and career opportunities for eLearning champions increase the motivation of faculty to sustainably use learning technologies for their courses.
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Learning objects for instruction Design 普通类
The book’s second section focuses on research and development issues for oer. It discusses the need for an alignment of the oer movement with other initiatives to improve educational systems. It identifies five main categories of research efforts: 1. oer creation, 2. organisation, 3. dissemination, 4. utilisation, and 5. interventions. Within these categories several critical aspects—needs—are discussed in greater detail.
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Handbook of research on learning design 普通类
Generally, oer is seen to have the potential of improving knowledge distribution world wide, when the issues mentioned are addressed. Communities of interest need to be formed to carry on the work in this direction. Furthermore, promotional activities to spread oer initiatives and usage are needed.
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Applications implications and future directions 普通类
The discussion points and challenges raised are not the same for providers and users.The providers’ challenges include: suitable technologies, impact of oer, internal and external barriers, cross-organisational standards, involvement effort, appropriate use of oer, authorship, attribution, and incentives. Major issues of oer remain sustainabilityandintellectual property rights.
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Learning objects and instructional design 普通类
Learning objects and instructional design
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Informing Science a series of four books 普通类
Generally, oer is seen to have the potential of improving knowledge distribution world wide, when the issues mentioned are addressed. Communities of interest need to be formed to carry on the work in this direction. Furthermore, promotional activities to spread oer initiatives and usage are needed.
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Elementary Preservice Teachers' perspective 普通类
This research investigates the perspectives of preservice teachers and their nave understandings of the kinds of learning and assistance video cases can provide in their methodology.
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pen technology open content and open knowledge 普通类
The book has four sections. Section 1 discusses lessons learned and challenges identified. Section 2 addresses research and development issues. Section 3 discusses motivational aspects and incentives. Section 4 addresses priority issues.