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Arno Louw Lecturers assume that learning only occurs in the LMS environment and use the classroom to present content only. Consequently, these factors also become reasons for lecturers finding an online component (LMS) more lucrative to use. This is as far as the LMS is used and cause true blended learning never to escalate to its full capacity in certain courses. 5.2 Considerations for proper classroom and learning management Within an online environment, the following should always be considered when assigning students to work independently from classroom facilitation: What is there is no teacher present? The use of netiquette. Is navigation an obstacle for learning? (Number of clicks.) How is learning managed in a classroom as opposed to how learning is managed in a classroom with shifting borders? I argue and maintain that an LMS is a tool for teaching and learning and not only for teaching or learning. Perceptions of the lecturers over the past few years have been that the LMS becomes more an organisational tool to consolidate large classes and ensure the integrity of disseminating information. However, information is often distinguished from actual subject content and thus does not form part of actual blended learning pedagogy. This often becomes the assumption upon which the use of the LMS is based. It should also be mentioned that, in a few exemplary cases, the exact opposite is also true which presumes that a course could have been presented online in its totality. Does this really equip students with hard and soft skills upon graduation? Moreover, does this fulfil the goal of the university’s learning to be philosophy of teaching and learning as opposed to learning to do? 6. Findings and conclusions The contextual use of F2F and online component of blended learning gives of view of classroom management and learning management. The context will be given, briefly described from the literature followed by an example. The contexts can be: learner-centred, assessment-centred, collaborative, or community-centred. A lecture is presented by DVD in many venues or by streaming from a remote classroom. The lecturer is shown on a big screen in the laboratory. Figure 4: Example 1: Language and skills for science (DVD) Students are watching the lecture from a computer laboratory on campus and are interactively involved with activities on the computer. An assignment has to be completed by the end of the lecture. Tutors assist in the classroom management. 430
Lecturers and tutors are online after the F2F meeting. Figure 5: Example 2: Law discussions Students download a video clip with new vocabulary verbally given to them. This is done via the LMS. Figure 6: Example 3: Cell phone vocabulary A community is available in the LMS. Arno Louw Students participate in a formal discussion group under the headings: “What you want us to know” and “What we want you to know” LIBRARY Thereafter, a dictionary should be consulted in the library to find the correct spelling and definition of the given vocabulary. Figure 7: Example 4: Writing Centre Community A paragraph must be submitted online using the vocabulary. Participation begins online with individual students and grows to workshops with groups in a F2F classroom. 431
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Proceedings of the 10 th European C
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Contents Paper Title Author(s) Page
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Paper Title Author(s) Page No. A Qu
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The Project Mobile Game Based Learn
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Extreme Scaffolding in the Teaching
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Malaysia); Tuomo Kakkonen (Universi
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Preface These Proceedings represent
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Mini Track Chairs Dr Antonios Andre
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Cornélia Castro is a PhD student i
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Manuel Frutos-Perez is the Leader o
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David Mathew works at the Centre fo
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Research interests include the inve
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Novita Yulianti is a PhD student at
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Samuel Adu Gyamfi et al. the develo
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Samuel Adu Gyamfi et al. completion
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Samuel Adu Gyamfi et al. interactio
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Survey of Teachers’ use of Comput
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Babatunde Alabi Alege and Stephen O
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Issues and Challenges in Implementi
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Hussein Al-Yaseen et al. 2000/2001
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Hussein Al-Yaseen et al. phase invo
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Hussein Al-Yaseen et al. Berthold,
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Antonios Andreatos Figure 1: Estima
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Antonios Andreatos exchange applied
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Antonios Andreatos knowledge space,
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Figure 5: Video metadata from YouTu
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Antonios Andreatos The organisatio
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Constructing a Survey Instrument fo
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Jonathan Barkand The teacher demon
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Jonathan Barkand Indicator 2.3: Has
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References Jonathan Barkand Allen,
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2. Pedagogical agents Orlando Belo
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Orlando Belo Type (Tp), the refere
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3.3 The agent’s architecture Orla
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Some Reflections on the Evaluation
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Nabil Ben Abdallah and Françoise P
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Designing A New Curriculum: Finding
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Andrea Benn For this new course, it
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Andrea Benn Technology is already i
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Andrea Benn To bring about the co-o
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Latefa Bin Fryan and Lampros Stergi
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Faculty development Online course
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Alice Bird being reviewed under the
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Alice Bird Developing the process m
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Alice Bird Reflecting on the feasib
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3.3 Early stage implementation Alic
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Enhancement of e-Testing Possibilit
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Martin Cápay et al. of Likert scal
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Martin Cápay et al. Figure 3 Proce
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Martin Cápay et al. Figure 4: An e
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Martin Cápay et al. On the other h
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Tim Cappelli demand from students t
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Tim Cappelli at a time and increasi
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Tim Cappelli forms were processed a
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Objectives More efficient and faste
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Digital Educational Resources Repos
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Cornélia Castro et al. Economic:
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Cornélia Castro et al. Dimension E
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Cornélia Castro et al. feedback on
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Cornélia Castro et al. EdReNe (200
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Ivana Cechova et al. The influence
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4. Methodology Ivana Cechova et al.
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Ivana Cechova et al. Although this
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8. Conclusion Ivana Cechova et al.
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Yin Ha Vivian Chan et al. What is s
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Yin Ha Vivian Chan et al. as a viab
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Yin Ha Vivian Chan et al. the ILC h
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The Development and Application of
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Serdar Çiftci and Mehmet Akif Ocak
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4.3 Data collection Serdar Çiftci
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Serdar Çiftci and Mehmet Akif Ocak
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Table 8: Students’ responses to q
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An Exploratory Comparative Study of
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Marija Cubric et al. Web 2.0 tools
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Marija Cubric et al. Despite all th
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Marija Cubric et al. Staff profile
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Marija Cubric et al. In case 3.2, a
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Marija Cubric et al. Sorcinelli, M.
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Figure 1: Adaptive eLearning system
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Blanka Czeczotková et al. knowledg
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Blanka Czeczotková et al. Figure 2
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Changing Academics, Changing Curric
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Christine Davies 2.2.4 Seminars CEL
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Web Conferencing for us, by us and
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Mark de Groot, paper (Elluminate 20
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Mark de Groot, requested. The targe
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Mark de Groot, members of the group
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6.1 The quick wins Mark de Groot, S
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Tools for Evaluating Students’ Wo
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Jana Dlouhá et al. course was dist
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2.4 Feedback - student perceptions
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Jana Dlouhá et al. virtual learnin
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3. Discussion Jana Dlouhá et al. Q
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Jana Dlouhá et al. Sadler, R.D. (2
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Jon Dron et al. Social networking i
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Jon Dron et al. However, it is also
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Jon Dron et al. further in enabling
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4.3 Differentiated friends Jon Dron
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Experimental Assessment of Virtual
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Michaela Drozdová et al. to the or
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Michaela Drozdová et al. Figure 1:
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Figure 4: Decision tree for visual
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Michaela Drozdová et al. very few
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Glenn Duckworth Other studies have
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Glenn Duckworth merely skim read th
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8. Finance resources Glenn Duckwort
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Glenn Duckworth was seen as being v
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Francisco Perlas Dumanig et al. Stu
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Francisco Perlas Dumanig et al. in
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Francisco Perlas Dumanig et al. 3.6
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Do you see What I see? - Understand
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2.2 Deuteranopia Colin Egan et al.
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Colin Egan et al. Figure 5: HCBE's
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Figure 8a: Normal vision LogicWorks
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Researching in the Open: How a Netw
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Antonella Esposito previous edition
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Antonella Esposito However, beyond
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Antonella Esposito Moreno, M. A., F
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Gert Faustmann with an evaluation o
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Gert Faustmann come from the same s
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Gert Faustmann Figure 5: UML class
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Gert Faustmann The learner her/him
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Gert Faustmann (i.e. who has to pro
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Ana Mª Fernández-Pampillón et al
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Cognitive Communication 2.0 in the
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Sérgio André Ferreira et al. and
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Sérgio André Ferreira et al. is p
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Sérgio André Ferreira et al. Look
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Sérgio André Ferreira et al. In F
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To What Extent Does a Digital Audio
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Rachel Fitzgerald consideration of
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Rachel Fitzgerald understand, altho
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Rachel Fitzgerald Although this is
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Rachel Fitzgerald “The survey was
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Messages of Support: Using Mobile T
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Julia Fotheringham and Emily Alder
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Julia Fotheringham and Emily Alder
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Table 6: Results for reflective cyc
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Blended Learning at the Alpen-Adria
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Gabriele Frankl and Sofie Bitter to
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Figure 4 Moodle usage among the AAU
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Gabriele Frankl and Sofie Bitter No
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Gabriele Frankl and Sofie Bitter wh
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Evaluating the use of Social Networ
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Elaine Garcia et al. The process by
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4.3 Data analysis Elaine Garcia et
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Elaine Garcia et al. issues of priv
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8. Conclusions and recommendations
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Elaine Garcia et al. Nabi, A. (2011
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Danny Glick and Roni Aviram univers
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Danny Glick and Roni Aviram most im
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Danny Glick and Roni Aviram opinion
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Danny Glick and Roni Aviram Bernard
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Andrea Gorra and Ollie Jones to hel
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Andrea Gorra and Ollie Jones Howeve
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Andrea Gorra and Ollie Jones Figure
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Andrea Gorra and Ollie Jones Studen
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Rose Heaney and Megan Anne Arroll A
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Rose Heaney and Megan Anne Arroll l
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Rose Heaney and Megan Anne Arroll
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Rose Heaney and Megan Anne Arroll J
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Amanda Jefferies learning was furth
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Amanda Jefferies way in which the o
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Amanda Jefferies their teaching mat
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A Methodology for Incorporating Usa
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Anne Jelfs and Chetz Colwell To try
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Anne Jelfs and Chetz Colwell We wor
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The Virtual Learning Environment -
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John Jessel 2.1 An outline framewor
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John Jessel teachers who agreed to
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John Jessel ‘“reduce the clicks
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Mutlimodal Teaching Through ICT Edu
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Paraskevi Kanari and Georgios Potam
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Paraskevi Kanari and Georgios Potam
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Rosario Kane-Iturrioz Regarding lan
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Rosario Kane-Iturrioz Figure 2: Exa
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Rosario Kane-Iturrioz Tests very us
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Rosario Kane-Iturrioz When compared
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Rosario Kane-Iturrioz Although the
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Jana Kapounova et al. eLearning is
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Jana Kapounova et al. Each dimensio
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Jana Kapounova et al. project, conn
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Acknowledgments Jana Kapounova et a
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Andrea Kelz skills and competences
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Andrea Kelz web-based activities in
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Andrea Kelz system. Most other univ
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Open Courses: The Next big Thing in
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Kaido Kikkas et al. However, in the
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Kaido Kikkas et al. generation of w
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Kaido Kikkas et al. Occasional gue
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John Knight and Rebecca Rochon guid
Page 406 and 407: Evaluation of Quality of Learning S
Page 408 and 409: Eugenijus Kurilovas et al. Essalmi
Page 410 and 411: Eugenijus Kurilovas et al. (LOs), l
Page 412 and 413: Eugenijus Kurilovas et al. Then hie
Page 414 and 415: Eugenijus Kurilovas et al. If we lo
Page 416 and 417: Models of eLearning: The Developmen
Page 418 and 419: Stella Lee et al. Converging (AC a
Page 420 and 421: Stella Lee et al. knowledge. Meta k
Page 422 and 423: Stella Lee et al. Figure 3: Home pa
Page 424 and 425: Stella Lee et al. Azevedo, R., Crom
Page 426 and 427: Jake Leith et al. opportunities ble
Page 428 and 429: Jake Leith et al. Data was collecte
Page 430 and 431: Jake Leith et al. their informal sk
Page 432 and 433: Jake Leith et al. For the summative
Page 434 and 435: Sophisticated Usability Evaluation
Page 436 and 437: Stephanie Linek and Klaus Tochterma
Page 442 and 443: Social Networks, eLearning and Inte
Page 444 and 445: Birgy Lorenz et al. 135 students p
Page 446 and 447: Birgy Lorenz et al. The experts' st
Page 448 and 449: Birgy Lorenz et al. Akdeniz, Y. (19
Page 450 and 451: Arno Louw programmes, and within th
Page 452 and 453: Arno Louw It should be clearly stat
Page 454 and 455: Arno Louw somewhat an unwritten con
Page 458 and 459: A treasure hunt has to be done to f
Page 460 and 461: How to Represent a Frog That can be
Page 462 and 463: Robert Lucas Occasionally we will a
Page 464 and 465: Robert Lucas Note the need to creat
Page 466 and 467: Robert Lucas Figure 5: A model of a
Page 468 and 469: Learning by Wandering: Towards a Fr
Page 470 and 471: Marie Martin and Michaela Noakes wa
Page 472 and 473: Marie Martin and Michaela Noakes Th
Page 474 and 475: Marie Martin and Michaela Noakes is
Page 476 and 477: Linda Martin et al. across the sect
Page 478 and 479: Linda Martin et al. confidence. Alt
Page 480 and 481: 8. Conclusion Linda Martin et al. T
Page 482 and 483: Personalized e-Feedback and ICT Mar
Page 484 and 485: Maria-Jesus Martinez-Argüelles et
Page 486 and 487: Source: Own elaboration from survey
Page 492 and 493: 1.1 Semantic dimension Maria-Jesús
Page 494 and 495: 2. Methodology Maria-Jesús Martín
Page 496 and 497: Maria-Jesús Martínez-Argüelles e
Page 498 and 499: Maria-Jesús Martínez-Argüelles e
Page 500 and 501: David Mathew members of staff frigh
Page 502 and 503: David Mathew disclose this informat
Page 504 and 505: David Mathew baboon smells the wate
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Peter Mikulecky framing learning, p
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Peter Mikulecky inhabitants or work
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Acknowledgements Peter Mikulecky Th
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Karen Hughes Miller and Linda Leake
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An Analysis of Collaborative Learni
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2.3 Flexible and accessible learnin
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3.1 Definition of case study Peter
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Peter Mkhize et al. Basically, soci
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Peter Mkhize et al. you’ve got yo
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Ideas for Using Critical Incidents
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Jonathan Moizer and Jonathan Lean I
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Jonathan Moizer and Jonathan Lean o
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Jonathan Moizer and Jonathan Lean M
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