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Paper Title Author(s) Page No. Evaluation of Multimedia Tools and e-Feedback in Virtual Learning Environments iv Maria-Jesús Martínez-Argüelles, Marc Badia-Miro, Carolina Hintzmann and Dolors Plana-Erta Cyberbullying: A Workplace Virus David Mathew 473 Learning in Smart Environments – From Here to There Using Courseware for More Than Courses: You May Already Hold the Lease on a Versatile Virtual Meeting Space An Analysis of Collaborative Learning as a Prevalent Instructional Strategy of South Africa Government eLearning Practices Ideas for Using Critical Incidents in Oral Debriefing From a Business Strategy Simulation Game Volume Two eNOSHA and Moodle – the Integration of two eLearning Systems CASE Learning to Structure and Analyze a Legal Decision A Framework for Decision Support for Learning Management Systems Learning for Life - Building Blocks to Holistic Education Student's Characteristics for Note Taking Activity in a Fully Online Course Freeing Education Within and Beyond Academic Development Why Recording Lectures Requires a new Approach 465 Peter Mikulecky 479 Karen Hughes Miller and Linda Leake 485 Peter Mkhize, Magda Huisman and Sam Lubbe 492 Jonathan Moizer and Jonathan Lean 502 Peter Mozelius, Isuru Balasooriya and Enosha Hettiarachchi 509 Antoinette Muntjewerff 517 Phelim Murnion and Markus Helfert 526 Shekhar Murthy and Devi Murthy 535 Minoru Nakayama, Kouichi Mutsuura and Hiroh Yamamoto 550 Chrissi Nerantzi 558 Paul Newbury, Phil Watten, Patrick Holroyd and Clare Hardman eSubmission – UK Policies, Practice and Support Barbara Newland, Lindsay Martin and Andy Ramsden Harnessing the Internet for Authentic Learning: Towards a new Higher Education Paradigm for the 21st Century Motivational Predictors of Academics’ Electronic: Publishing in Nigerian Colleges of Education Psycho-Social Predictors of Students With Disabilities’ eLearning: Usage at the Federal College of Education (Special), Nigeria An Integrated Environment for Providing Learning Style Information in a Unified Manner Using Lifeworld-led Multimedia to Enhance Learning 567 578 Abel Nyamapfene 586 Maruff Akinwale Oladejo and Adelua Olajide Olawole Adelua Olajide Olawole and Maruff Akinwale Oladejo Fatemeh Orooji, Fattaneh Taghiyareh and Zahra Rahimi Andy Pulman, Kathleen Galvin, Maggie Hutchings, Les Todres, Anne Quinney, Caroline Ellis-Hill and Peter Atkins 593 601 609 620
The Project Mobile Game Based Learning Thomas Putz 628 Using the Common Cartridge Profile to Enhance Learning Content Interoperability The Design and Development of an eLearning System Based on Social Networking Kansei Design Model for eLearning: A Preliminary Finding Changing Teacher Beliefs Through ICT: Comparing a Blended and Online Teacher Training Program Moodle and Affective Computing: Knowing who´s on the Other Side Using Google Applications to Facilitate an Effective Students’ Collaboration in the Teaching of Informatics to Students of Secondary Education Training Methods and Tools: Could eLearning be a Viable Solution to Solve SMEs Training Problems? Using Blended Learning to Develop Critical Reading Skills A Mobile aid Tool for Crafting Active Learning Experiences King-Sized eLearning - how Effective can an Online Approach be for Large Module Groups? v Ricardo Queirós and José Paulo Leal 637 Andrik Rampun and Trevor Barker 646 Fauziah Redzuan, Anitawati Mohd Lokman, Zulaiha Ali Othman and Salha Abdullah Bart Rienties, Simon Lygo-Baker, Natasa Brouwer and Danielle Townsend Manuel Rodrigues, Florentino Fdez- Riverola and Paulo Novais 658 670 678 Eleni Rossiou and Erasmia Papadopoulou 686 Andrée Roy 697 Zuzana Šaffková 705 Ahmed Salem 716 Marie Sams, Mary Crossan and Kate Mottram Designing Effective Online Group Discussions Rowena Santiago, Amy Leh, and Minoru Nakayama The Game and the Alternating Roles of Learner/Teacher as Facilitators of the Learning Process in Organizations Implementing and Evaluating Problem-Based Virtual Learning Scenarios The Evolution of eLearning Platform TESYS User Preferences During the Training Processes Teachers’ Skills set for Personal Learning Environments Bridging the Feedback Divide Utilising Inclusive Technologies Post-Academic Masters Course in Management of Transfusion Medicine: Why the Difference in Access to the eLearning Between Countries? Engagement With Students in ‘Middle Ground’: A Flexible Learning Environment Allowing Simultaneous Access to Social Networking Sites and Formal Academic Space The Learning Management System as a Social Mediator: A Story With a Happy Ending Can the Medium Extend the Message? Using Technology to Support and Enhance Feedback Practices 724 731 Vitor Santos and Luis Amaral 739 Maggi Savin-Baden, Cathy Tombs and Katherine Wimpenny Adriana Schiopoiu Burlea, Amelia Badica and Carmen Radu Zaffar Ahmed Shaikh and Shakeel Ahmed Khoja 746 754 762 Angela Shapiro and Aidan Johnston 770 Cees Th. Smit SibingaI 776 Anne Smith and Sonya Campbell 780 Dina Soeiro, António Dias de Figueiredo and Joaquim Armando Gomes Ferreira 788 Mekala Soosay 794
Page 1 and 2: Proceedings of the 10 th European C
Page 3 and 4: Contents Paper Title Author(s) Page
Page 5: Paper Title Author(s) Page No. A Qu
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 46 and 47: Hussein Al-Yaseen et al. phase invo
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 78 and 79:
Page 80 and 81:
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:
Page 94 and 95:
Faculty development Online course
Page 96 and 97:
Page 98 and 99:
Page 100 and 101:
Alice Bird being reviewed under the
Page 102 and 103:
Alice Bird Developing the process m
Page 104 and 105:
Alice Bird Reflecting on the feasib
Page 106 and 107:
3.3 Early stage implementation Alic
Page 108 and 109:
Enhancement of e-Testing Possibilit
Page 110 and 111:
Martin Cápay et al. of Likert scal
Page 112 and 113:
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
Page 118 and 119:
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
Page 136 and 137:
Ivana Cechova et al. The influence
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4. Methodology Ivana Cechova et al.
Page 140 and 141:
Ivana Cechova et al. Although this
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8. Conclusion Ivana Cechova et al.
Page 144 and 145:
Yin Ha Vivian Chan et al. What is s
Page 146 and 147:
Yin Ha Vivian Chan et al. as a viab
Page 148 and 149:
Yin Ha Vivian Chan et al. the ILC h
Page 150 and 151:
The Development and Application of
Page 152 and 153:
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
Page 158 and 159:
Table 8: Students’ responses to q
Page 160 and 161:
An Exploratory Comparative Study of
Page 162 and 163:
Marija Cubric et al. Web 2.0 tools
Page 164 and 165:
Marija Cubric et al. Despite all th
Page 166 and 167:
Marija Cubric et al. Staff profile
Page 168 and 169:
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
Page 208 and 209:
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:
Page 218 and 219:
Figure 4: Decision tree for visual
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Michaela Drozdová et al. very few
Page 222 and 223:
Glenn Duckworth Other studies have
Page 224 and 225:
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
Page 248 and 249:
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
Page 262 and 263:
Ana Mª Fernández-Pampillón et al
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Page 266 and 267:
Page 268 and 269:
Page 270 and 271:
Page 272 and 273:
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
Page 278 and 279:
Sérgio André Ferreira et al. Look
Page 280 and 281:
Sérgio André Ferreira et al. In F
Page 282 and 283:
To What Extent Does a Digital Audio
Page 284 and 285:
Rachel Fitzgerald consideration of
Page 286 and 287:
Rachel Fitzgerald understand, altho
Page 288 and 289:
Rachel Fitzgerald Although this is
Page 290 and 291:
Rachel Fitzgerald “The survey was
Page 292 and 293:
Messages of Support: Using Mobile T
Page 294 and 295:
Julia Fotheringham and Emily Alder
Page 296 and 297:
Julia Fotheringham and Emily Alder
Page 298 and 299:
Table 6: Results for reflective cyc
Page 300 and 301:
Blended Learning at the Alpen-Adria
Page 302 and 303:
Gabriele Frankl and Sofie Bitter to
Page 304 and 305:
Figure 4 Moodle usage among the AAU
Page 306 and 307:
Gabriele Frankl and Sofie Bitter No
Page 308 and 309:
Gabriele Frankl and Sofie Bitter wh
Page 310 and 311:
Evaluating the use of Social Networ
Page 312 and 313:
Elaine Garcia et al. The process by
Page 314 and 315:
4.3 Data analysis Elaine Garcia et
Page 316 and 317:
Elaine Garcia et al. issues of priv
Page 318 and 319:
8. Conclusions and recommendations
Page 320 and 321:
Elaine Garcia et al. Nabi, A. (2011
Page 322 and 323:
Danny Glick and Roni Aviram univers
Page 324 and 325:
Danny Glick and Roni Aviram most im
Page 326 and 327:
Danny Glick and Roni Aviram opinion
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Danny Glick and Roni Aviram Bernard
Page 330 and 331:
Andrea Gorra and Ollie Jones to hel
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Andrea Gorra and Ollie Jones Howeve
Page 334 and 335:
Andrea Gorra and Ollie Jones Figure
Page 336 and 337:
Andrea Gorra and Ollie Jones Studen
Page 338 and 339:
Rose Heaney and Megan Anne Arroll A
Page 340 and 341:
Rose Heaney and Megan Anne Arroll l
Page 342 and 343:
Rose Heaney and Megan Anne Arroll
Page 344 and 345:
Rose Heaney and Megan Anne Arroll J
Page 346 and 347:
Amanda Jefferies learning was furth
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Amanda Jefferies way in which the o
Page 350 and 351:
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
Page 358 and 359:
The Virtual Learning Environment -
Page 360 and 361:
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
Page 368 and 369:
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
Page 384 and 385:
Jana Kapounova et al. Each dimensio
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Jana Kapounova et al. project, conn
Page 388 and 389:
Acknowledgments Jana Kapounova et a
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Andrea Kelz skills and competences
Page 392 and 393:
Andrea Kelz web-based activities in
Page 394 and 395:
Andrea Kelz system. Most other univ
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Open Courses: The Next big Thing in
Page 398 and 399:
Kaido Kikkas et al. However, in the
Page 400 and 401:
Kaido Kikkas et al. generation of w
Page 402 and 403:
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
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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
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
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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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Page 440 and 441:
Page 442 and 443:
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
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
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Marie Martin and Michaela Noakes Th
Page 474 and 475:
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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Page 490 and 491:
Page 492 and 493:
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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Page 518 and 519:
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
Page 530 and 531:
Jonathan Moizer and Jonathan Lean I
Page 532 and 533:
Jonathan Moizer and Jonathan Lean o
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Jonathan Moizer and Jonathan Lean M
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