International Journal of Learning Technology http://www.inderscience.com/browse/index.php?journalID=87&year=2011&vol=6&issue=4 Inderscience Publishers Ltd en-uk International Journal of Learning Technology 1477-8386 1741-8119 © 2011 Inderscience Publishers Ltd editor@inderscience.com https://www.inderscience.com/images/files/coverImgs/ijlt_scoverijlt.jpg http://www.inderscience.com/browse/index.php?journalID=87&year=2011&vol=6&issue=4 http://www.inderscience.com/link.php?id=44627 There is much literature on implementing mobile technologies for higher education teaching and learning. Positive statements derived from student surveys about the potential of so-called mobile learning can be read in a number of academic papers and the media. Unfortunately, academic surveys and media commentaries are too often interpreted as evidence of learning. Empirical research reveals otherwise. This paper describes a two-year study of Japanese students using iPods in a communications course during which they accessed and recorded audio podcasts. The results of pre and post standardised tests revealed no significant difference in scores. Moreover, the quantitative data disputes the students' survey statements in both 2008 and 2009 cohorts. It is posited that institutional, academic and media statements of the 'potential' of mobile learning and anytime/anywhere access to information need to be explicitly supported with empirical evidence. Beyond potential: a two-year study of iPod use in a Japanese university
Michael Vallance; Hiroshi Numata
International Journal of Learning Technology, Vol. 6, No. 4 (2011) pp. 324 - 340
There is much literature on implementing mobile technologies for higher education teaching and learning. Positive statements derived from student surveys about the potential of so-called mobile learning can be read in a number of academic papers and the media. Unfortunately, academic surveys and media commentaries are too often interpreted as evidence of learning. Empirical research reveals otherwise. This paper describes a two-year study of Japanese students using iPods in a communications course during which they accessed and recorded audio podcasts. The results of pre and post standardised tests revealed no significant difference in scores. Moreover, the quantitative data disputes the students' survey statements in both 2008 and 2009 cohorts. It is posited that institutional, academic and media statements of the 'potential' of mobile learning and anytime/anywhere access to information need to be explicitly supported with empirical evidence.

]]> 10.1504/IJLT.2011.044627 International Journal of Learning Technology, Vol. 6, No. 4 (2011) pp. 324 - 340 Michael Vallance; Hiroshi Numata Department of Media Architecture, Future University Hakodate, 116-2 Kamedanakano, Hakodate, Hokkaido, T041-8655, Japan. ' Department of Complex Systems, Future University Hakodate, 116-2 Kamedanakano, Hakodate, Hokkaido, T041-8655, Japan podcasts iPods Japan TOEIC test communication science pre-test post-test quasi-experimental design iPod use higher education university students m-learning mobile learning communications education. 2011-12-31T23:20:50-05:00 6 4 324 340 2011-12-31T23:20:50-05:00 http://www.inderscience.com/link.php?id=44628 In the field of electronic education, the recommendation of contents with higher levels of relevance may potentially attract the students' attention. In this context, this work considers students' learning styles, delineated with structured questionnaires, as a means of selecting the best content as for the learning-teaching process. The goal is to present a complete systematisation the e-LORS system, which is able to recommend electronic educational content based on the relationship between detected learning styles and stored learning objects. Our contributions include the e-LORS system its multiple-criteria architecture and study case, the methodology based on the Felder-Silverman learning style model and on the IEEE learning object metadata (LOM), and the reporting of experiments conducted in an actual educational context. Adaptive learning in the educational e-LORS system: an approach based on preference categories
Luciana A.M. Zaina; Jose F. Rodrigues <suffix>Jr.</suffix>; Maria Angélica C. De Andrade Cardieri; Graça Bressan
International Journal of Learning Technology, Vol. 6, No. 4 (2011) pp. 341 - 361
In the field of electronic education, the recommendation of contents with higher levels of relevance may potentially attract the students' attention. In this context, this work considers students' learning styles, delineated with structured questionnaires, as a means of selecting the best content as for the learning-teaching process. The goal is to present a complete systematisation the e-LORS system, which is able to recommend electronic educational content based on the relationship between detected learning styles and stored learning objects. Our contributions include the e-LORS system its multiple-criteria architecture and study case, the methodology based on the Felder-Silverman learning style model and on the IEEE learning object metadata (LOM), and the reporting of experiments conducted in an actual educational context.

]]> 10.1504/IJLT.2011.044628 International Journal of Learning Technology, Vol. 6, No. 4 (2011) pp. 341 - 361 Luciana A.M. Zaina; Jose F. Rodrigues <suffix>Jr.</suffix>; Maria Angélica C. De Andrade Cardieri; Graça Bressan Universidade Federal de São Carlos Campus Sorocaba, Rod. João Leme dos Santos, Km 110 SP-264, Sorocaba SP CEP 18052-780, Brazil. ' Universidade de São Paulo, Inst. de Ciências Mat. e de Computação, Av. Trabalhador São-Carlense, 400 Centro São Carlos SP CEP 13560-970, Brazil. ' Faculdade de Engenharia de Sorocaba, Rodovia Senador José Ermírio de Moraes, 1425, Sorocaba SP CEP 18087-125, Brazil. ' Departamento de Eng. da Comp. e Sistemas Digitais Escola Politécnica, Universidade de São Paulo, Av. Prof. Luciano Gualberto, Travessa 3, n.158, Sala C1-46, São Paulo SP CEP 05508-900, Brazil adaptive learning educational systems preference categories recommender systems learning objects LOM standard learning object metadata learning profiles learning models Felder-Silverman learning styles e-learning electronic learning online learning content recommendation sudent learning styles. 2011-12-31T23:20:50-05:00 6 4 341 361 2011-12-31T23:20:50-05:00 http://www.inderscience.com/link.php?id=44629 In this paper, we focus on assisting the contextualisation of reused scenarios. The target public is instructional designers who aim to reuse existant learning scenarios, to contextualise them according to their learning context, and to execute them by means of a chosen learning management system (LMS). Most of the works in the literature focus more on the problem of reuse (for example, by proposing technology learning standards), and less on the problem of contextualisation. We propose, firstly, a process of contextualisation, based on a multi-scale conceptual framework, complemented by case studies, allowing a deep investigation of the contextualisation issue. Secondly, with respect to the proposed contextualisation process, we propose a design process based on a model driven architecture (MDA) approach for the contextualisation of reusable learning scenarios. Thirdly, we propose an approach supported by a tool for the technical contextualisation of learning scenarios, independent from any LMS, in order to define corresponding learning scenarios which are specific to the chosen LMS and that will ensure its execution. Finally, a case study is provided to prove the feasibility of our approach and the first results of the evaluation are given. Contextualisation of reusable learning systems: theoretical and practical analysis, approach and case study
Rim Drira; Bruno Warin; Mona Laroussi
International Journal of Learning Technology, Vol. 6, No. 4 (2011) pp. 362 - 383
In this paper, we focus on assisting the contextualisation of reused scenarios. The target public is instructional designers who aim to reuse existant learning scenarios, to contextualise them according to their learning context, and to execute them by means of a chosen learning management system (LMS). Most of the works in the literature focus more on the problem of reuse (for example, by proposing technology learning standards), and less on the problem of contextualisation. We propose, firstly, a process of contextualisation, based on a multi-scale conceptual framework, complemented by case studies, allowing a deep investigation of the contextualisation issue. Secondly, with respect to the proposed contextualisation process, we propose a design process based on a model driven architecture (MDA) approach for the contextualisation of reusable learning scenarios. Thirdly, we propose an approach supported by a tool for the technical contextualisation of learning scenarios, independent from any LMS, in order to define corresponding learning scenarios which are specific to the chosen LMS and that will ensure its execution. Finally, a case study is provided to prove the feasibility of our approach and the first results of the evaluation are given.

]]> 10.1504/IJLT.2011.044629 International Journal of Learning Technology, Vol. 6, No. 4 (2011) pp. 362 - 383 Rim Drira; Bruno Warin; Mona Laroussi RIADI Laboratory, ENSI Manouba Campus 2010, Tunisia. ' ULCO, LISIC, F-62100 Calais, France. ' RIADI Laboratory, ENSI Manouba Campus 2010, Tunisia contextualisation instructional design learning management systems LMS learning scenarios model driven architecture MDA reuse reusable learning systems. 2011-12-31T23:20:50-05:00 6 4 362 383 2011-12-31T23:20:50-05:00 http://www.inderscience.com/link.php?id=44630 This research focuses on reviewing and extending the current literature on impact assessment of training systems. This research contributes a model of training system assessment that considers organisational aspects of the training system, the life cycle of training systems, and the different stakeholders of training systems. This investigation is based on the definition of training systems as socio-technical human resource development initiatives. The intent of the training system assessment model is to help organisations providing and receiving training, as well as organisations managing the research and development of training systems with the ability to evaluate the performance of a training system through its life cycle from the identification of programme needs to selecting and conducting R&D to implementation to defining and measuring results. As proof of this concept, new views of training system impact assessment were developed and applied in the Next-generation Expeditionary Warfare Intelligent Training (NEW-IT). Training system impact assessment: a review, reconceptualisation, and extension
Tim Kotnour; Rafael Landaeta; Stephanie Lackey
International Journal of Learning Technology, Vol. 6, No. 4 (2011) pp. 384 - 408
This research focuses on reviewing and extending the current literature on impact assessment of training systems. This research contributes a model of training system assessment that considers organisational aspects of the training system, the life cycle of training systems, and the different stakeholders of training systems. This investigation is based on the definition of training systems as socio-technical human resource development initiatives. The intent of the training system assessment model is to help organisations providing and receiving training, as well as organisations managing the research and development of training systems with the ability to evaluate the performance of a training system through its life cycle from the identification of programme needs to selecting and conducting R&D to implementation to defining and measuring results. As proof of this concept, new views of training system impact assessment were developed and applied in the Next-generation Expeditionary Warfare Intelligent Training (NEW-IT).

]]> 10.1504/IJLT.2011.044630 International Journal of Learning Technology, Vol. 6, No. 4 (2011) pp. 384 - 408 Tim Kotnour; Rafael Landaeta; Stephanie Lackey Industrial Engineering and Management Systems Department, University of Central Florida, Orlando, Florida 32816-2450, USA. ' Engineering Management and Systems Engineering Department, Old Dominion University, Norfolk, VA 23529, USA. ' Institute of Simulation and Training, University of Central Florida, Orlando, Florida 32816-2450, USA training impact assessment training evaluation agile learning complex learning environments advanced training technologies socio-technical HRD human resource development expeditionary warfare intelligent training. 2011-12-31T23:20:50-05:00 6 4 384 408 2011-12-31T23:20:50-05:00 http://www.inderscience.com/link.php?id=44631 Current research on web-based learning systems focuses on providing adaptation as part of usability and learnability aspects of these systems. Working in this direction, the (asynchronous adaptive learning and evaluation system) has been developed, which provides new opportunities to the transfer of knowledge between educators and learners by widely incorporating pedagogical principles in order to enhance the effectiveness of the learning procedure. This paper aims to provide an approach on evaluating the impact of adaptivity, usability and learnability based on Nielsen's ten usability heuristics (Nielsen, 1993b) on improving the effectiveness of users' learning in web-based courses. For this purpose, a new evaluation methodology is presented that utilises the statistical method of multidimensional analysis (correspondence analysis) and uses special contingency tables that came from a new coding of scales evaluation. To demonstrate the applicability and effectiveness of the proposals, the evaluation methodology is implemented to the web-based educational system AS.A.L.E.S., resulting in highlighting the characteristics of the AS.A.L.E.S. system that need to be improved. A methodology for evaluating web-based educational systems using statistical multidimensional analysis
George Zardas; Odysseas Moschidis; Ioannis Mavridis; Athanasios Manitsaris
International Journal of Learning Technology, Vol. 6, No. 4 (2011) pp. 409 - 432
Current research on web-based learning systems focuses on providing adaptation as part of usability and learnability aspects of these systems. Working in this direction, the (asynchronous adaptive learning and evaluation system) has been developed, which provides new opportunities to the transfer of knowledge between educators and learners by widely incorporating pedagogical principles in order to enhance the effectiveness of the learning procedure. This paper aims to provide an approach on evaluating the impact of adaptivity, usability and learnability based on Nielsen's ten usability heuristics (Nielsen, 1993b) on improving the effectiveness of users' learning in web-based courses. For this purpose, a new evaluation methodology is presented that utilises the statistical method of multidimensional analysis (correspondence analysis) and uses special contingency tables that came from a new coding of scales evaluation. To demonstrate the applicability and effectiveness of the proposals, the evaluation methodology is implemented to the web-based educational system AS.A.L.E.S., resulting in highlighting the characteristics of the AS.A.L.E.S. system that need to be improved.

]]> 10.1504/IJLT.2011.044631 International Journal of Learning Technology, Vol. 6, No. 4 (2011) pp. 409 - 432 George Zardas; Odysseas Moschidis; Ioannis Mavridis; Athanasios Manitsaris Department of Applied Informatics, University of Macedonia, 156 Egnatia Str, Thessaloniki 540 06, Greece. ' Department of Marketing and Operation Management, University of Macedonia, 156 Egnatia Str, Thessaloniki 540 06, Greece. ' Department of Applied Informatics, University of Macedonia, 156 Egnatia Str, Thessaloniki 540 06, Greece. ' Department of Applied Informatics, University of Macedonia, 156 Egnatia Str, Thessaloniki 540 06, Greece AHES adaptivity learnability usability correspondence analysis statistical multidimensional analysis learning systems evaluation web-based learning e-learning electronic learning online learning. 2011-12-31T23:20:50-05:00 6 4 409 432 2011-12-31T23:20:50-05:00