Abstract: Learning programming is difficult for many learners. Some researches have found that the main difficulty relates to cognitive load. Cognitive overload happens in programming due to the nature of the subject which is intrinisicly over-bearing on the working memory. It happens due to the complexity of the subject itself. The problem is made worse by the poor instructional design methodology used in the teaching and learning process. Various efforts have been proposed to reduce the cognitive load, e.g. visualization softwares, part-program method etc. Use of many computer based systems have also been tried to tackle the problem. However, little success has been made to alleviate the problem. More has to be done to overcome this hurdle. This research attempts at understanding how cognitive load can be managed so as to reduce the problem of overloading. We propose a mechanism to measure the cognitive load during pre instruction, post instruction and in instructional stages of learning. This mechanism is used to help the instruction. As the load changes the instruction is made to adapt itself to ensure cognitive viability. This mechanism could be incorporated as a sub domain in the student model of various computer based instructional systems to facilitate the learning of programming.
Abstract: E-learning aims to build knowledge and skills in order
to enhance the quality of learning. Research has shown that the
majority of the e-learning solutions lack in pedagogical background
and present some serious deficiencies regarding teaching strategies
and content delivery, time and pace management, interface design
and preservation of learners- focus. The aim of this review is to
approach the design of e-learning solutions with a pedagogical
perspective and to present some good practices of e-learning design
grounded on the core principles of Learning Theories (LTs).
Abstract: This survey highlights a number of important issues
which relate to the needs to counseling for distance learners studying
at the School of Distance Education in University science Malaysia
(DEUSM) according to their gender. Data were obtained by selfreport
questionnaire that had been developed by the researchers in
counseling and educational psychology and interviews were take
place. 116 voluntary respondents complete the Questionnaire and
returned it back during new student-s registration week.64% of the
respondents were female and 52% were males that means
55%ofthem were females and 45% were males. The data was
analyzed to find out the frequencies of respondents agreements of the
items. The average of the female was 18 and the average of the male
was 19.6 by using t- test there is no significant values between the
genders. The findings show that respondents have needs for
counseling. (22) Significant needs for mails (DEUSM) the highest
was their families complain about the amount of time they spend at
work. (11) Significant needs for females the highest was they
convinced themselves that they only need 4 to 5 hours of sleep per
night.
Abstract: Learning is the acquisition of new mental schemata, knowledge, abilities and skills which can be used to solve problems potentially more successfully. The learning process is optimum when it is assisted and personalized. Learning is not a single activity, but should involve many possible activities to make learning become meaningful. Many e-learning applications provide facilities to support teaching and learning activities. One way to identify whether the e-learning system is being used by the learners is through the number of hits that can be obtained from the e-learning system's log data. However, we cannot rely solely to the number of hits in order to determine whether learning had occurred meaningfully. This is due to the fact that meaningful learning should engage five characteristics namely active, constructive, intentional, authentic and cooperative. This paper aims to analyze the e-learning activities that is meaningful to learning. By focusing on the meaningful learning characteristics, we match it to the corresponding Moodle e-learning activities. This analysis discovers the activities that have high impact to meaningful learning, as well as activities that are less meaningful. The high impact activities is given high weights since it become important to meaningful learning, while the low impact has less weight and said to be supportive e-learning activities. The result of this analysis helps us categorize which e-learning activities that are meaningful to learning and guide us to measure the effectiveness of e-learning usage.
Abstract: This paper discusses the causal explanation capability
of QRIOM, a tool aimed at supporting learning of organic chemistry
reactions. The development of the tool is based on the hybrid use of
Qualitative Reasoning (QR) technique and Qualitative Process
Theory (QPT) ontology. Our simulation combines symbolic,
qualitative description of relations with quantity analysis to generate
causal graphs. The pedagogy embedded in the simulator is to both
simulate and explain organic reactions. Qualitative reasoning through
a causal chain will be presented to explain the overall changes made
on the substrate; from initial substrate until the production of final
outputs. Several uses of the QPT modeling constructs in supporting
behavioral and causal explanation during run-time will also be
demonstrated. Explaining organic reactions through causal graph
trace can help improve the reasoning ability of learners in that their
conceptual understanding of the subject is nurtured.
Abstract: This paper investigates how the use of machine learning techniques can significantly predict the three major dimensions of learner-s emotions (pleasure, arousal and dominance) from brainwaves. This study has adopted an experimentation in which participants were exposed to a set of pictures from the International Affective Picture System (IAPS) while their electrical brain activity was recorded with an electroencephalogram (EEG). The pictures were already rated in a previous study via the affective rating system Self-Assessment Manikin (SAM) to assess the three dimensions of pleasure, arousal, and dominance. For each picture, we took the mean of these values for all subjects used in this previous study and associated them to the recorded brainwaves of the participants in our study. Correlation and regression analyses confirmed the hypothesis that brainwave measures could significantly predict emotional dimensions. This can be very useful in the case of impassive, taciturn or disabled learners. Standard classification techniques were used to assess the reliability of the automatic detection of learners- three major dimensions from the brainwaves. We discuss the results and the pertinence of such a method to assess learner-s emotions and integrate it into a brainwavesensing Intelligent Tutoring System.
Abstract: This paper aims to describe how student satisfaction is
measured for work-based learners as these are non-traditional
learners, conducting academic learning in the workplace, typically
their curricula have a high degree of negotiation, and whose
motivations are directly related to their employers- needs, as well as
their own career ambitions. We argue that while increasing WBL
participation, and use of SSD are both accepted as being of strategic
importance to the HE agenda, the use of WBL SSD is rarely
examined, and lessons can be learned from the comparison of SSD
from a range of WBL programmes, and increased visibility of this
type of data will provide insight into ways to improve and develop
this type of delivery. The key themes that emerged from the analysis
of the interview data were: learners profiles and needs, employers
drivers, academic staff drivers, organizational approach, tools for
collecting data and visibility of findings. The paper concludes with
observations on best practice in the collection, analysis and use of
WBL SSD, thus offering recommendations for both academic
managers and practitioners.
Abstract: Collaborative networked learning (hereafter CNL)
was first proposed by Charles Findley in his work “Collaborative
networked learning: online facilitation and software support" as part
of instructional learning for the future of the knowledge worker. His
premise was that through electronic dialogue learners and experts
could interactively communicate within a contextual framework to
resolve problems, and/or to improve product or process knowledge.
Collaborative learning has always been the forefront of educational
technology and pedagogical research, but not in the mainstream of
operations management. As a result, there is a large disparity in the
study of CNL, and little is known about the antecedents of network
collaboration and sharing of information among diverse employees in
the manufacturing environment. This paper presents a model to
bridge the gap between theory and practice. The objective is that
manufacturing organizations will be able to accelerate organizational
learning and sharing of information through various collaborative
Abstract: Software engineering education not only embraces
technical skills of software development but also necessitates
communication and interaction among learners. In this paper, it is
proposed to adapt the PBL methodology that is especially designed to
be integrated into software engineering classroom in order to promote
collaborative learning environment. This approach helps students
better understand the significance of social aspects and provides a
systematic framework to enhance teamwork skills. The adaptation of
PBL facilitates the transition to an innovative software development
environment where cooperative learning can be actualized.
Abstract: The burst of Web 2.0 technology and social
networking tools manifest different styles of learning and managing
knowledge among both knowledge workers and adult learners. In the
Western countries, open-learning concept has been made popular due
to the ease of use and the reach that the technology provides. In
Malaysia, there are still some gaps between the learners- acceptance
of technology and the full implementation of the technology in the
education system. There is a need to understand how adult learners,
who are knowledge workers, manage their personal knowledge via
social networking tools, especially in their learning process. Four
processes of personal knowledge management (PKM) and four
cognitive enablers are proposed supported by analysed data on adult
learners in a university. The model derived from these processes and
enablers is tested and presented, with recommendations on features to be included in adult learners- learning environment.
Abstract: The current paper presents the findings of a research
study on learners- barriers and motivators engaged into blended
programs in a workplace context. In this study, the participants were
randomly assigned to one of four parallel e-learning courses, each of
which was delivered using a different learning strategy. Data were
collected through web-based and telephone surveys developed by the
researchers. The results showed that vague instruction, time
management, and insufficient feedback were the top-most barriers to
blended learning. The major motivators for blended learning included
content relevance, flexibility in time, and the ability to work at own
pace.
Abstract: The evolution of information and communication
technology has made a very powerful support for the improvement of
online learning platforms in creation of courses. This paper presents a
study that attempts to explore new web architecture for creating an
adaptive online learning system to profiles of learners, using the Web
as a source for the automatic creation of courses for the online
training platform. This architecture will reduce the time and decrease
the effort performed by the drafters of the current e-learning
platform, and direct adaptation of the Web content will greatly enrich
the quality of online training courses.
Abstract: This study explores perceptions of English as a Foreign
Language (EFL) learners on using computer mediated communication
technology in their learner of English. The data consists of
observations of both synchronous and asynchronous communication
participants engaged in for over a period of 4 months, which included
online, and offline communication protocols, open-ended interviews
and reflection papers composed by participants.
Content analysis of interview data and the written documents listed
above, as well as, member check and triangulation techniques are the
major data analysis strategies. The findings suggest that participants
generally do not benefit from computer-mediated communication in
terms of its effect in learning a foreign language. Participants regarded
the nature of CMC as artificial, or pseudo communication that did not
aid their authentic communicational skills in English. The results of
this study sheds lights on insufficient and inconclusive findings, which
most quantitative CMC studies previously generated.
Abstract: This preliminary study attempts to see if a learning
environment influences instructor’s teaching strategies and learners’
in-class activities in a foreign language class at a university in Japan.
The class under study was conducted in a computer room, while the
majority of classes of the same course were offered in traditional
classrooms without computers. The study also sees if the unplanned
blended learning environment, enhanced, or worked against, in
achieving course goals, by paying close attention to in-class artefacts,
such as computers. In the macro-level analysis, the course syllabus
and weekly itinerary of the course were looked at; and in the microlevel
analysis, nonhuman actors in their environments were named
and analyzed to see how they influenced the learners’ task processes.
The result indicated that students were heavily influenced by the
presence of computers, which lead them to disregard some aspects of
intended learning objectives.
Abstract: This case study investigates the effects of reactive
focus on form through negotiation on the linguistic development of
an adult EFL learner in an exclusive private EFL classroom. The
findings revealed that in this classroom negotiated feedback occurred
significantly more often than non-negotiated feedback. However, it
was also found that in the long run the learner was significantly more
successful in correcting his own errors when he had received nonnegotiated
feedback than negotiated feedback. This study, therefore,
argues that although negotiated feedback seems to be effective for
some learners in the short run, it is non-negotiated feedback which
seems to be more effective in the long run. This long lasting effect
might be attributed to the impact of schooling system which is itself
indicative of the dominant culture, or to the absence of other
interlocutors in the course of interaction.
Abstract: This paper explains how mobile learning assures sustainable e-education for multicultural group of students. This paper reports the impact of mobile learning on distance education in multicultural environment. The emergence of learning technologies through CD, internet, and mobile is increasingly adopted by distance institutes for quick delivery and cost-effective purposes. Their sustainability is conditioned by the structure of learners as well as the teaching community. The experimental study was conducted among the distant learners of Vinayaka Missions University located at Salem in India. Students were drawn from multicultural environment based on different languages, religions, class and communities. During the mobile learning sessions, the students, who are divided on language, religion, class and community, were dominated by play impulse rather than study anxiety or cultural inhibitions. This study confirmed that mobile learning improved the performance of the students despite their division based on region, language or culture. In other words, technology was able to transcend the relative deprivation in the multicultural groups. It also confirms sustainable e-education through mobile learning and cost-effective system of instruction. Mobile learning appropriates the self-motivation and play impulse of the young learners in providing sustainable e-education to multicultural social groups of students.
Abstract: E-learning is not restricted to the use of new technologies for the online content, but also induces the adoption of new approaches to improve the quality of education. This quality depends on the ability of these approaches (technical and pedagogical) to provide an adaptive learning environment. Thus, the environment should include features that convey intentions and meeting the educational needs of learners by providing a customized learning path to acquiring a competency concerned In our proposal, we believe that an individualized learning path requires knowledge of the learner. Therefore, it must pass through a personalization of diagnosis to identify precisely the competency gaps to fill, and reduce the cognitive load To personalize the diagnosis and pertinently measure the competency gap, we suggest implementing the formative assessment in the e-learning environment and we propose the introduction of a pre-regulation process in the area of formative assessment, involving its individualization and implementation in e-learning.
Abstract: Does open ended creative technology give positive impact in learning design? Although there are many researchers had examined on the impact of technology on design education but there are very few conclusive researches done on the impact of open ended used of software to learning design. This paper sought to investigate a group of student-s experience on relatively wider range of software application within the context of design project. A typography design project was used to create a learning environment with the aim of inculcate design skills into the learners and increase their creative problem-solving and critical thinking skills. The methods used in this study were questionnaire survey and personal observation which will be focus on the individual and group response during the completion of the task.
Abstract: A learning management system (commonly
abbreviated as LMS) is a software application for the administration,
documentation, tracking, and reporting of training programs,
classroom and online events, e-learning programs, and training
content (Ellis 2009). (Hall 2003) defines an LMS as \"software that
automates the administration of training events. All Learning
Management Systems manage the log-in of registered users, manage
course catalogs, record data from learners, and provide reports to
management\". Evidence of the worldwide spread of e-learning in
recent years is easy to obtain. In April 2003, no fewer than 66,000
fully online courses and 1,200 complete online programs were listed
on the TeleCampus portal from TeleEducation (Paulsen 2003). In the
report \" The US market in the Self-paced eLearning Products and
Services:2010-2015 Forecast and Analysis\" The number of student
taken classes exclusively online will be nearly equal (1% less) to the
number taken classes exclusively in physical campuses. Number of
student taken online course will increase from 1.37 million in 2010 to
3.86 million in 2015 in USA. In another report by The Sloan
Consortium three-quarters of institutions report that the economic
downturn has increased demand for online courses and programs.
Abstract: This paper describes the results and implications of a correlational study of learning styles and learner satisfaction. The relationship of these empirical concepts was examined in the context of traditional versus e-blended modes of course delivery in an introductory graduate research course. Significant results indicated that the visual side of the visual-verbal dimension of students- learning style(s) was positively correlated to satisfaction with themselves as learners in an e-blended course delivery mode and negatively correlated to satisfaction with the classroom environment in the context of a traditional classroom course delivery mode.