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Hussein Al-Yaseen et al. phase involves investments considering that many universities established an eLearning centre as part of their projects. However, this may not be a major obstacle especially in private universities. 6. Conclusion In Jordan, eLearning adoption level is still at its early stages. In order to achieve eLearning benefits in higher education it is important for universities and government to work together to resolve the issues and challenges discussed above. By analyzing the findings of this paper, we can propose some recommendations that may be useful to universities and decision makers in implementing eLearning projects. eLearning approach to use: Jordanian universities are still at the early stages of transition between the traditional and eLearning modes. It is proposed that the blended approach is more suitable (faceto-face and online interactions). Using blended approach may be a successful delivery mode and could contribute to overcoming many of the issues and challenges such as improving the relationship between learners and students, increasing of the understanding level of the advantages of eLearning, increasing level of awareness about knowledge and skills needed for using eLearning, and change management. Furthermore, blended learning is allowed by current legislations of the MoHE while fully online courses are not. Awareness: Generally there is still a lack of awareness amongst the main stakeholders (instructors and students) of the effectiveness of eLearning. Many instructors feel that the traditional learning mode is better. Workshops and training courses need to be set up to increase the awareness level of top management, instructors and students of eLearning. Such awareness will overcome some of the obstacles such as feeling that eLearning will threat instructors’ role, problems related to the culture of eLearning users, not taking eLearning seriously by users, the negative preconceptions of users and universities towards eLearning. Top management support: Decreasing the unfamiliarity of decision makers in higher education institutions about eLearning advantages will contribute to increasing the rate of adoption between users and decrease the effect of some problems related to culture of developers, educators and learners towards eLearning systems. Legislations of eLearning in higher education: Legislations of eLearning in higher education in Jordan restrict adoption level of eLearning systems in Jordanian universities as the fully online certificates are still unrecognized by the Ministry of Higher Education (MoHE) regardless of the quality and source of these certificates. It is proposed to establish a national committee, which represents the various stakeholders such as representatives from the ministry of higher education, ministry of education, ministry of information and communication technology, and representatives from both private and public universities. The role of this committee is to review the legislation of distance learning in developed and developing countries; develop regulations and standards for eLearning systems; establish accreditation policies for online certificates; increase the awareness level of eLearning in higher education; encourage and support eLearning in higher education; monitor and control eLearning practices in higher education; train and develop eLearning content experts; establish of standards of quality e-content; encourage eLearning knowledge sharing among higher education institutes in Jordan. Finally, eLearning is hoped to play an important role in improving the quality of education and provide learning opportunities to people who may otherwise be deprived from such opportunities. In order to improve the effectiveness and efficiency of eLearning practices in Jordan, ministries related to education need to move towards a higher level of eLearning development which will require establishing a strategic vision in developing eLearning and more effort especially technically and financially. Issues like human, legislation, culture appear to be the major challenges of adopting eLearning projects in higher education institutes in Jordan and need attention in the deployment of distance learning. Furthermore, in order to realize the full benefits of eLearning, the decision makers in the government need to play an active role in supporting and promoting eLearning practices and initiatives adopted by higher education institutes in Jordan. The research findings may be useful as they provide a clear insight to other developing countries about the main issues and challenges that face the adoption of eLearning projects in Jordanian universities when planning for and developing their eLearning systems. 20
Hussein Al-Yaseen et al. 7. Appendix 1: Issues and challenges of implementing eLearning projects in higher education in Jordan Factor Code/Variable Code Description Eigenvalue ICIe-LHE1 Lack of budget for setting up eLearning 0.967 ICIe-LHE2 High cost of buying hardware 0.982 Financial ICIe-LHE3 ICIe-LHE4 High cost of buying software High cost of access to internet 0.991 0.986 ICIe-LHE5 Cost of maintaining the system 0.950 Technical Support Regulations & Management Culture Human References ICIe-LHE6 Expense of upgrading the system 0.942 ICIe-LHE7 Expense of upgrading the content 0.972 ICIe-LHE8 Lack of appropriate infrastructure 0.870 ICIe-LHE9 Lack of hardware 0.855 ICIe-LHE10 Lack of software 0.886 ICIe-LHE11 Low bandwidth 0.898 ICIe-LHE12 Limited access to the educational software 0.889 ICIe-LHE13 Inequality in access to equipments 0.884 ICIe-LHE14 Speed of changes in computer technology 0.842 ICIe-LHE15 Lack or limited access to appropriate contents 0.899 ICIe-LHE16 Lack of appropriate support services for user 0.880 ICIe-LHE17 Limited or lack of incentives (for using eLearning system) 0.902 ICIe-LHE18 Lack of appropriate support services for maintains equipments 0.932 ICIe-LHE19 Problem related to the establishing courses 0.926 ICIe-LHE20 Lack of strategic vision in development eLearning 0.936 ICIe-LHE21 Unfamiliarity of top manager with eLearning applications 0.951 ICIe-LHE22 Lack of intellectual property right 0.951 ICIe-LHE23 Lack of appropriate rules for using eLearning 0.941 ICIe-LHE24 Lack of network security 0.912 ICIe-LHE25 Negative preconceptions of user towards eLearning 0.977 ICIe-LHE26 Negative preconceptions of organizations towards eLearning 0.978 ICIe-LHE27 Problem related to group working 0.982 ICIe-LHE28 Not taking eLearning seriously by people 0.946 ICIe-LHE29 Problem related to the culture of users 0.919 ICIe-LHE30 Threat to instructor 0.922 ICIe-LHE31 Require new knowledge and skills 0.973 ICIe-LHE32 Lack of adequate experts in eLearning 0.869 ICIe-LHE33 Not understanding about advantages and disadvantages of eLearning 0.894 ICIe-LHE34 Lack of preparatory training for educator 0.865 ICIe-LHE35 Lack of preparatory training for learner 0.973 ICIe-LHE36 Lack of relationship between instructors and students 0.974 Alexander, S. (2001) eLearning developments and experiences, Journal of Education and Training, Vol. 43, No. 4, Pp. 240-8. Ambient Insight Report, 2010 [On-line], available: http://www.ambientinsight.com/Reports/eLearning.aspx Andersson, A. (2008) Seven major challenges for eLearning in developing countries: Case study eBIT, Sri Lanka, International Journal of Education and Development using ICT, Vol. 4, No. 3. Available online at: http://ijedict.dec.uwi.edu/viewarticle.php?id=472. 21
Page 1 and 2: Proceedings of the 10 th European C
Page 3 and 4: Contents Paper Title Author(s) Page
Page 5 and 6: Paper Title Author(s) Page No. A Qu
Page 7 and 8: The Project Mobile Game Based Learn
Page 9 and 10: Extreme Scaffolding in the Teaching
Page 11 and 12: Malaysia); Tuomo Kakkonen (Universi
Page 13 and 14: Preface These Proceedings represent
Page 15 and 16: Mini Track Chairs Dr Antonios Andre
Page 17 and 18: Cornélia Castro is a PhD student i
Page 19 and 20: Manuel Frutos-Perez is the Leader o
Page 21 and 22: David Mathew works at the Centre fo
Page 23 and 24: Research interests include the inve
Page 25: Novita Yulianti is a PhD student at
Page 28 and 29: Samuel Adu Gyamfi et al. the develo
Page 30 and 31: Samuel Adu Gyamfi et al. completion
Page 32 and 33: Samuel Adu Gyamfi et al. interactio
Page 34 and 35: Survey of Teachers’ use of Comput
Page 36 and 37: Babatunde Alabi Alege and Stephen O
Page 42 and 43: Issues and Challenges in Implementi
Page 44 and 45: Hussein Al-Yaseen et al. 2000/2001
Page 48 and 49: Hussein Al-Yaseen et al. Berthold,
Page 50 and 51: Antonios Andreatos Figure 1: Estima
Page 52 and 53: Antonios Andreatos exchange applied
Page 54 and 55: Antonios Andreatos knowledge space,
Page 56 and 57: Figure 5: Video metadata from YouTu
Page 58 and 59: Antonios Andreatos The organisatio
Page 60 and 61: Constructing a Survey Instrument fo
Page 62 and 63: Jonathan Barkand The teacher demon
Page 64 and 65: Jonathan Barkand Indicator 2.3: Has
Page 66 and 67: References Jonathan Barkand Allen,
Page 68 and 69: 2. Pedagogical agents Orlando Belo
Page 70 and 71: Orlando Belo Type (Tp), the refere
Page 72 and 73: 3.3 The agent’s architecture Orla
Page 74 and 75: Some Reflections on the Evaluation
Page 76 and 77: Nabil Ben Abdallah and Françoise P
Page 82 and 83: Designing A New Curriculum: Finding
Page 84 and 85: Andrea Benn For this new course, it
Page 86 and 87: Andrea Benn Technology is already i
Page 88 and 89: Andrea Benn To bring about the co-o
Page 90 and 91: Latefa Bin Fryan and Lampros Stergi
Page 92 and 93: Latefa Bin Fryan and Lampros Stergi
Page 94 and 95: Faculty development Online course
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Latefa Bin Fryan and Lampros Stergi
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Latefa Bin Fryan and Lampros Stergi
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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
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Evaluation of Quality of Learning S
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Eugenijus Kurilovas et al. Essalmi
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Eugenijus Kurilovas et al. (LOs), l
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Eugenijus Kurilovas et al. Then hie
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Eugenijus Kurilovas et al. If we lo
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Models of eLearning: The Developmen
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Stella Lee et al. Converging (AC a
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Stella Lee et al. knowledge. Meta k
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Stella Lee et al. Figure 3: Home pa
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Stella Lee et al. Azevedo, R., Crom
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Jake Leith et al. opportunities ble
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Jake Leith et al. Data was collecte
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Jake Leith et al. their informal sk
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Jake Leith et al. For the summative
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Sophisticated Usability Evaluation
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Stephanie Linek and Klaus Tochterma
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Social Networks, eLearning and Inte
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Birgy Lorenz et al. 135 students p
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Birgy Lorenz et al. The experts' st
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Birgy Lorenz et al. Akdeniz, Y. (19
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Arno Louw programmes, and within th
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Arno Louw It should be clearly stat
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Arno Louw somewhat an unwritten con
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Arno Louw Lecturers assume that le
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A treasure hunt has to be done to f
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How to Represent a Frog That can be
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Robert Lucas Occasionally we will a
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Robert Lucas Note the need to creat
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Robert Lucas Figure 5: A model of a
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Learning by Wandering: Towards a Fr
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Marie Martin and Michaela Noakes wa
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Marie Martin and Michaela Noakes Th
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Marie Martin and Michaela Noakes is
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Linda Martin et al. across the sect
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Linda Martin et al. confidence. Alt
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8. Conclusion Linda Martin et al. T
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Personalized e-Feedback and ICT Mar
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Maria-Jesus Martinez-Argüelles et
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Source: Own elaboration from survey
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1.1 Semantic dimension Maria-Jesús
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2. Methodology Maria-Jesús Martín
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Maria-Jesús Martínez-Argüelles e
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Maria-Jesús Martínez-Argüelles e
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David Mathew members of staff frigh
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David Mathew disclose this informat
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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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