Skip to main content
Fachgebiete
Automobil + Motoren Bauwesen + Immobilien Business IT + Informatik Elektrotechnik + Elektronik Energie + Nachhaltigkeit Finance + Banking Management + Führung Marketing + Vertrieb Maschinenbau + Werkstoffe Versicherung + Risiko
DE
EN
Bücher
Zeitschriften
Themenseiten
Organisationspsychologie Projektmanagement Marketing Smart Manufacturing
Weitere Formate
Podcasts Webinare Technik Webinare Wirtschaft Kongresse Veranstaltungskalender Awards
Jetzt Einzelzugang starten
Zugang für Unternehmen
Referenzkunden
SLX-Digitalkonferenz: Zukunftswerkstatt 2024

Mehr Umsatz mit Top-Kontakten

Am 7. Mai erfahren Sie, wie Vertriebsteams Leadgenerierung, Leadnurturing und Leadstrategien effizient steuern können.
Erweiterte Suche
Anmelden
nach oben
Erschienen in:
E-Learning Exequibility in the Information and Knowledge Society Kapitel lesen Erstes Kapitel lesen

2014 | OriginalPaper | Buchkapitel

12. Coda and Critical Discussion: A Systemic Analysis of an Intelligent OLE

verfasst von : Sofia B. Dias, José A. Diniz, Leontios J. Hadjileontiadis

Erschienen in: Towards an Intelligent Learning Management System Under Blended Learning

Verlag: Springer International Publishing

Einloggen

Aktivieren Sie unsere intelligente Suche, um passende Fachinhalte oder Patente zu finden.

search-config
loading …

Abstract

Most educators focus on products (e.g., exams, portfolios, tests, assessments) rather than processes, i.e., the tangible cognitive/intellectual development during a learning activity. Nevertheless, the present book has placed emphasis mainly upon the characterization of the online instructional process, in order to scientifically analyze the opinions and actions (trends, profiles and modeling perspectives) of the users of the LMS Moodle in b-learning mode.

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

  • über 102.000 Bücher
  • über 537 Zeitschriften

aus folgenden Fachgebieten:

  • Automobil + Motoren
  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Elektrotechnik + Elektronik
  • Energie + Nachhaltigkeit
  • Finance + Banking
  • Management + Führung
  • Marketing + Vertrieb
  • Maschinenbau + Werkstoffe
  • Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Technik"

Online-Abonnement

Mit Springer Professional "Technik" erhalten Sie Zugriff auf:

  • über 67.000 Bücher
  • über 390 Zeitschriften

aus folgenden Fachgebieten:

  • Automobil + Motoren
  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Elektrotechnik + Elektronik
  • Energie + Nachhaltigkeit
  • Maschinenbau + Werkstoffe




 

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

  • über 67.000 Bücher
  • über 340 Zeitschriften

aus folgenden Fachgebieten:

  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Finance + Banking
  • Management + Führung
  • Marketing + Vertrieb
  • Versicherung + Risiko




Jetzt Wissensvorsprung sichern!

Jetzt informieren
Vorheriges Kapitel From Blended to Inclusive Learning Environment
Nächstes Kapitel Concluding Remarks and Probing Further
Literatur
Abraham, A. (2005). Adaptation of fuzzy inference system using neural learning, fuzzy system engineering: theory and practice. In N. Nedjah, & L. de Macedo Mourelle (Eds.), Studies in Fuzziness and Soft Computing (ch. 3, pp. 53–83). Berlin, Heidelberg: Springer-Verlag.
Appana, S. (2008). A Review of Benefits and Limitations of Online Learning in the Context of the Student, the Instructor and the Tenured Faculty. International Journal on E-Learning., 7(1), 5–22.
Atanassov, K. T. (1999). Intuitionistic Fuzzy Sets. Heidelberg, New York: Physica-Verlag.CrossRefMATH
Atanassov, K. T. (2012). On intuitionistic fuzzy sets theory. In J. Kacprzyk (Ed.), Series: Studies in Fuzziness and Soft Computing (Vol. 283). Berlin, Heidelberg: Springer-Verlag.
Bates, A. W. T., & Sangrà, A. (2011). Managing Technology in Higher Education: Strategies for Transforming Teaching and Learning. San Francisco, CA: Jossey-Bass.
Beyer, S., Meek, A., Kilsby, M., & Perry, J. (2007). The TATE [Through Assistive Technology to Employment] Project: Outcomes of the TATE Project for people with learning disabilities and staff. Journal of Assistive Technologies, 2(3), 2–65.
Bliuc, A.-M., Goodyear, P., & Ellis, R. A. (2007). Research focus and methodological choices in studies into students’ experiences of blended learning in higher education. The Internet and Higher Education, 10(4), 231–244.CrossRef
Bonk, C., & Graham, C. R. (2006). Handbook of blended learning: Global perspectives, local designs. San Francisco, CA: Pfeiffer Publishing.
Bronfenbrenner, U. (1997). Ecological models of human development. Readings on the development of children, 37–43.
Casany, M.J., Alier, M., Mayol, E., Piguillem, J., Galanis, N., García-Peñalvo, F.J., & Conde, M. A. (2012). Extending Moodle services to mobile devices: the Moodbile project. In Proceedings of the 6th International Conference on Mobile Ubiquitous Computing, Systems, Services and Technologies, (UBICOMM 2012) (pp. 24–28). IARIA, Barcelona, Spain.
Cooper, M. (2006). Making online learning accessible to disabled students: An institutional case study. ALT-J. Research in Learning Technology, 14(1), 103–115.CrossRef
Cudd, P.A., Freeman, M., Yates, R.B., Wilson, A.J., Cooke, M.P., & Hawley, M.S. (1994). The CORES project. In Proceedings of the 4th international conference on Computers for handicapped persons table of contents (pp. 493–495). New York.
Dalziel, J.R. (2006). Lessons from LAMS for IMS Learning Design. In Proceedings of the Sixth International Conference on Advanced Learning Technologies (ICALT ‘06) (pp. 1101–1102). Washington, DC, USA: IEEE Computer Society.
Damásio, A. (1994). Descartes’ Error: Emotion, Reason, and the Human Brain. New York: Grosset/Putnam.
DeFreitas, S., Oliver, M., Mee, A., & Mayes, T. (2008). The practitioner perspective on the modelling of pedagogy and practice. Journal of Computer Assisted Learning, 24, 26–38.CrossRef
Driscoll, M. (2002). Blended learning: Let’s get beyond the hype. E-Learning, 3(3), 54.
Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7, 95–105.CrossRef
Goldsworthy, R. (2000). Designing instruction for emotional intelligence. Educational Technology, 40(5), 43–48.
Hadjileontiadou, S.J., & Hadjileontiadis, L.J. (2003). Using ANFIS to efficiently model skills and beliefs in computer-mediated collaboration. In Proceedings of the 1 st Balkan Conference in Informatics. Thessaloniki: Greece.
Hadjileontiadou, S. J., Nikolaidou, G. N., & Hadjileontiadis, L. J. (2013). Towards a pragmatic modeling of learner’s complex system by reflecting Boulding’s typology at the affective computing space. Artificial Intelligence Research, 2(1), 36–43.
Henderson, L. (2007). Theorizing a multiple cultures instructional design model for e-learning and e-teaching. In A. Edmundson (Ed.), Globalized e-learning cultural challenges (pp. 130–153). Hershey, PA: Idea Group Inc.
Hernández, Y., Sucar, L. E., & Arroyo-Figueroa, G. (2013). Affective modeling for an intelligent educational environment. In A. Peña-Ayala (Ed.), Intelligent and Adaptive Educational-Learning Systems (pp. 3–24). Berlin Heidelberg: Springer.CrossRef
Immordino-Yang, M. H., & Damasio, A. (2007). We feel, therefore we learn: The relevance of affective and social neuroscience to education. Mind, Brain, and Education, 1(1), 3–10.CrossRef
Jang, J.-S.R., & Chuen-Tsai, S. (1995). Neuro-fuzzy modeling and control. In Proceedings of the IEEE, 83(3) (pp. 378–406).
Jarvi, J., Martin, B., Pecci, I., Pietrzak, T., Raisamo, R., & Rami, S. (2007). The MICOLE Architecture: Multimodal Support for Inclusion of Visually Impaired Children. In Proceedings of ICMI 2007 (pp. 193–200). Nagoya, Aichi, Japan.
Johnson, L., Adams Becker, S., Cummins, M., Estrada, V., Freeman, A., & Ludgate, H. (2013). NMC Horizon Report: 2013 Higher Education Edition. Austin, TX: The New Media Consortium.
Kemp, W. C. (2002). Persistence of adult learners in distance education. American Journal of Distance Education, 16(2), 65–81.CrossRef
Kittanakere, L.N., Lakshmisri, L.N.R., & Kumar, K.S.N. (2011). An Emotional System for Effective and Collaborative e-Learning, In The Fourth International Conference on Advances in Computer-Human Interactions (ACHI 2011) (pp. 260–266).
Kraithman, D., & Bennett, S. (2004). Case study: Blending chalk, talk and accessibility in an introductory economics module. Best Practice, 4(2), 12–15.
Lynch, R., & Dembo, M. (2004). The Relationship Between Self-Regulation and Online Learning in a Blended Learning Context. The International Review of Research in Open and Distance Learning, 5(2).
Minović, M., Štavljanin, V., Milovanović, M., & Starčević, D. (2008). Usability issues of e-Learning systems: Case-study for Moodle learning management system. In On the Move to Meaningful Internet Systems: OTM 2008 Workshops (pp. 561–570). Springer Berlin Heidelberg.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: a framework for teacher knowledge. Teachers College Record, 108(6), 1017–1154.CrossRef
Mott, J. (2010). Envisioning the post-LMS era: the Open Learning Network. EDUCAUSE Quarterly, 33(1).
Oliver, M., & Trigwell, K. (2005). Can’Blended Learning’Be Redeemed? E-learning and Digital Media, 2(1), 17–26.
Osguthorpe, R. T., & Graham, C. R. (2003). Blended learning environments definitions and directions. The Quarterly Review of Distance Education, 4(3), 227–233.
Peraya, D., & Viens, J. (2005). Culture des acteurs et modèles d’intervention dans l’innovation technopédagogique. International Journal of Technologies in Higher Education, 2(1), 7–18.
Picard, R. W., Vyzas, E., & Healey, J. (2001). Toward machine emotional intelligence: Analysis of affective physiological state. IEEE Transactions on Pattern Analysis and Machine Intelligence, 23(10), 1175–1191.CrossRef
Poff, N.L., Allan, J.D., Bain, M.B., Karr, J.R., Prestegaard, K.L., Richter et al. (1997). The natural flow regime. BioScience, 47(11), 769-784.
Protheroe, N., & Turner, J. (2003). Culturally sensitive instruction. Arlington, VA: Educational Research Service.
Rovai, A.P., & Jordan, H. (2004). Blended learning and sense of community: A comparative analysis with traditional and fully online graduate courses. The International Review of Research in Open and Distance Learning, 5(2).
Saito, S., Fukuda, K., Takagi, H., & Asawaka, C. (2005). aDesigner: Visualizing blind usability and simulating low vision visibility. In Proceedings of CSUN’05 (pp. 17–19). Los Angeles.
Salmon, G. (2000). E-moderating: the key to teaching and learning online. London: Routledge Falmer.
Sarirete, A., Chikh, A., & Berkani, L. (2008). Onto’ CoPE: Ontology for Communities of Practice of E-learning. In P. Dillenbourg & M. Specht (Eds.), Times of Convergence. Technologies Across Learning Contexts Vol. 5192 (pp. 395–400) Berlin/Heidelberg: Springer.
Seale, J., & Cooper, M. (2010). E-learning and accessibility: An exploration of the potential role of generic pedagogical tools. Computers & Education, 54(4), 1107–1116.CrossRef
Seale, J. K. (2006). E-learning and disability in higher education: Accessibility research and practice. Oxford: Routledge.
Shen, L., Wang, M., & Shen, R. (2009). Affective e-Learning: Using “Emotional” Data to Improve Learning in Pervasive Learning Environment. Educational Technology & Society, 12(2), 176–189.
Simonson, M. (2005). Trends in distance education technologies from an international vantage point. In Y. Visser, L. Visser, M. Simonson, & R. Amirault (Eds.), Trends and Issues in Distance Education - International Perspectives (pp. 261–285). Greenwich, CT: Information Age Publishing.
Singh, H. (2003). Building effective blended learning programs. Educational Technology, 43(6), 51–54.
Tattersall, C., Vogten, H., & Hermans, H. (2005). The Edubox Learning Design Player. In R. Koper & C. Tattersall (Eds.), Learning design: a handbook on modelling and delivering networked education and training (pp. 303–310). Berlin: Springer.CrossRef
Thevenot, D. R., Toth, K., Durst, R. A., & Wilson, G. S. (1999). Electrochemical biosensors: recommended definitions and classification. Pure and Applied Chemistry, 71(12), 2333–2348.CrossRef
Thurmond, V., & Wambach, K. (2004). Understanding interactions in distance education: A review of the literature. International Journal of Instructional Technology and Distance Learning, 1(1).
Tucker, M. L., Sojka, J. Z., Barone, F. J., & McCarthy, A. M. (2000). Training Tomorrow’s Leaders: Enhancing the emotional intelligence of business graduates. Journal of Education for Business, 75, 331–341.CrossRef
Wang, A. Y., & Newlin, M. H. (2000). Characteristics of students who enroll and succeed in psychology web-based classes. Journal of Educational Psychology, 92(1), 137–143.CrossRef
Yengin, I., Karahoca, D., Karahoca, A., & Yücel, A. (2010). Roles of teachers in e-learning: how to engage students and how to get free e-learning and the future. Procedia—Social and Behavioral Sciences, 2(2), 5775–5787.CrossRef
Zhang, W., & Wang, L. (2005). A Comparative Review of Online Teaching and Learning Tools Used in International Distance Learning. In Y. Visser, L. Visser, M. Simonson, & R. Amirault (Eds.), Trends and Issues in Distance Education—International Perspectives (pp. 245–259). Greenwich, CT: Information Age Publishing.
Metadaten
Titel
Coda and Critical Discussion: A Systemic Analysis of an Intelligent OLE
verfasst von
Sofia B. Dias
José A. Diniz
Leontios J. Hadjileontiadis
Copyright-Jahr
2014
Buch
Towards an Intelligent Learning Management System Under Blended Learning

Print ISBN: 978-3-319-02077-8

Electronic ISBN: 978-3-319-02078-5

Copyright-Jahr: 2014

DOI
https://doi.org/10.1007/978-3-319-02078-5_12