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Until now, a large amount of effort has been spent on structuring educational repositories. Standard metadata for learning objects have been provided and large databases have been deployed both from academia, and private organizations following mainly a content-centric approach. Vice-versa, a pedagogy-centric approach to the collection and sharing of learning resources still remains under-investigated. In […]
The Learning Objects Repositories are electronic databases able to deliver material on the web allowing instructors sharing and reusing educational units and students accessing and enjoying them. The best way to guarantee these interactions is a good indexing. Each content needs a machine-understandable description able to declare requirements and limits for its right use and […]
Novakian concept mapping has the potential to make a major impact in the development of higher education as universities strive to support students’ generation of powerful knowledge. This can be achieved by increasing the accessibility of multiple perspectives on knowledge that reveal and exploit the epistemic chaos that lies beneath a veneer of curriculum coherence. […]
Audio/video discussion has been used increasingly in online courses due to its affordances in enhancing online communication. However, whether learners of different characteristics can benefit from this discussion modality has not been investigated extensively. This study examined whether gender plays a role in learners’ preferences and perceptions of audio/video discussion as compared to text discussion. […]
In this investigation, the author utilized a modified Delphi technique to validate whether graduate level online faculty and learners could achieve a consensus of opinion relative to a range of instructional practices commonly associated with online education. A list of administrative guidelines pertaining to online instruction collected from an assortment of post-secondary institutions in the […]
How much time does it take to teach an online course? Does teaching online take more or less time than teaching face-to-face? Instructors, department chairs, deans, and program administrators have long believed that teaching online is more time-consuming than teaching face-to-face. Many research studies and practitioner articles indicate instructor time commitment as a major inhibitor […]
This paper presents, for further discussion, a review of the scientific literature produced internationally on the use of Social Network Sites (SNS) in different levels of education and settings. A total of 62 articles published in international scientific journals with peer review have been analysed. The main objective of this paper is to discuss the […]
In the present study, a mobile learning system for the professional development of academics was developed by design based action research, and the perceptions and experiences of the academics using this system were examined. In the first phase of this design-based action research, the research question was defined. In the second phase, a m-learning system […]
While there is no dearth of information about the uses of a blog as a Web 2.0 tool in the library, there is very little information about the ways in which a blog can be used to reach diverse and non-traditional groups. This paper explores blog topics and strategies that will help to engage users […]
Incorporating gaming and active learning elements into library instruction in academic libraries has proven to be an effective way to engage Millennials and increase their retention of knowledge. This article ties research on the learning preferences of Millennials to elements of active and game-based learning. The author describes the process of creating an innovative game […]