E-learning

Numerous studies have recognized collaboration as an effective way of learning. When collaboration involves students from different cultural backgrounds, a question arises: Will cultural differences influence the manner in which roles are adopted within collaborative learning? In this study, a correlation analysis was used to explore the relationship between cultural factors and emerging roles among collaborating students from two universities in different countries (China and USA). The cultural factors that might hypothetically affect their collaboration were approximated to thinking styles by using Sternberg's thinking styles inventory. The roles that students adopted according to preferences were coded with an adapted coding scheme. The results indicate a significant relationship between student thinking styles and the adopted roles of students. This finding implies that cultural factors, exhibited as thinking styles, could explain the emerging roles that are adopted in Computer-Supported Collaborative Learning (CSCL). The results could guide teachers in assigning appropriate roles to students with different backgrounds to improve the efficiency of collaboration during cross-cultural CSCL.

This paper will explore two examples from the design, structure and implementation of the ‘E-learning and Digital Cultures’ Massive Open Online Course (MOOC) from the University of Edinburgh in partnership with Coursera.  This five week long course (known as the EDCMOOC) was delivered twice in 2013, and is considered an atypical MOOC in its utilisation of both the Coursera platform and a range of social media and open access materials.  The combination of distributed and aggregated structure will be highlighted, examining the arrangement of course material on the Coursera platform and student responses in social media.  This paper will suggest that a dominant instrumentalist view of technology limits considerations of these systems to merely enabling or inhibiting educational aims.  The subsequent discussion will suggest that sociomaterial theory offers a valuable framework for considering how educational spaces are produced through relational practices between humans and non-humans.  An analysis of You Tube and a bespoke blog aggregator will show how the algorithmic properties of these systems perform functions that cannot be reduced to the intentionality of either the teachers using these systems, or the authors who create the software, thus constituting a complex sociomaterial educational enactment.

For several centuries the Middle East was socially, economically, and technologically advanced. One of the reasons for this was its people’s appreciation of and openness to knowledge creation and dissemination. This trend lasted from the 8th to the 13th centuries (Aubert and Reiffers 2003). Knowledge became the most important and determining factor for economic growth. The impact and contribution of this wealth of knowledge were felt and appreciated across different sectors and disciplines and acknowledged beyond the region and around the world. However, things changed drastically in the 18th and 19th centuries following the Industrial Revolution. In the 21st century, with oil exploration and an economic boom in some parts of the region, investment and attention was redirected to building state of the art infrastructure in various sectors, including education and health, as Middle Eastern countries prepared to engage with and integrate in the knowledge society. To date, investments allocated to sectors such as education, information infrastructure, research and development, and innovation have been insufficient in most Middle Eastern countries (Aubert and Reiffers 2003), when compared to other regions, including emerging economies. However, increasing attention is being paid to these sectors compared to past decades and more concrete achievements have been realized in recent years. Education in the Middle East has consistently faced a variety of challenges. According to the World Bank, the quality of education in the region is falling behind other regions and needs urgent intervention and reform in order to address issues associated with unemployment (Gavlak 2008). Although the knowledge ecosystem, including awareness, education, training, and lifelong learning, represents a cornerstone for development and growth in the Middle East, there is still a lot that needs to be done before the education sector becomes a catalyst for economic production and development and a driver for societal growth (Holmes 2008). Moreover, higher education plays an invaluable role within society because it creates additional opportunities for development and provides knowledge transfer for students and other stakeholders, and promotes change, creativity, innovation, and progress (Wilkens 2011). Over the last few decades successive governments in the region sought to expand enrollment to formal education and improve the quality and efficiency of education service delivery (Welmond 2006). Education and lifelong learning should be considered as the invaluable foundation upon which most economic and social strategies are based, and policies and directions are built. Therefore, education should be made a top priority if the national objective is to realize effective and sustainable economic development and growth in the long term. Building a knowledgeable society remains an integral platform for creating jobs, improving standards of living, and becoming more competitive as a nation. The impact is usually realized following years of strategic planning in which synergies are established among key stakeholders in the economy. Moreover, modern education and lifelong learning policies are increasingly being defined in terms of economic development, growth and timely global competition (Shirazi 2010). The key challenges facing the Middle East could be summarized in three main points: an increase in educational disparity within countries; a constant decrease in the quality of education, despite an ongoing increase in per capita education expenditure; and the mismatch and growing divide between market needs, in terms of capacity and skills, and what the educational system has to offer in terms of output (UNDP 2002). Moreover, there are factors that impact higher education such as, but not limited to, regional and international geopolitical challenges, student mobility and the impact of emerging technologies, in addition to socioeconomic development and growth.

This paper examines the use of online, three-dimensional, immersive virtual worlds, such as Second Life®, as an interesting platform and tool for cultural management, artistic development, knowledge exchange and cultural business. These contemporary computer technologies provide a new showcase for cultural promotion
and creative production, as they connect artists and producers with an audience around the world, who, in turn, can access in real time a great variety of cultural content through just a few clicks. The various features of this emerging phenomenon all help to democratize culture, the arts and education, as they bring creations closer to consumers, thus reducing the need for intermediaries and breaking down social, economic and political barriers; this offers benefits to cultural industries, non-profit organizations, governments, collective and individual creators and artists. However, the numerous possibilities ushered in over the last few years not only bring benefits but also pose new challenges in terms of regulation. Indeed, this new stage for cultural and artistic expression and management may require new paradigms of control with a different focus, ones which can provide an alternative understanding of online cultural exchange in real time. Virtual worlds make culture more democratic, as it can be reached for free by a wider range of people in real time; furthermore, artists and creators are provided with an accessible showcase in which they can become better known and where they can interact more directly, immediately and closely with their audience. The possibility and ease with which anyone can create original content in the metaverse is an incentive for creativity, because it allows people to express themselves in original ways that enhance the contents of virtual life. Art thus finds new and different formats, and cultural management
discovers new spaces to break into. At the same time, anonymity, privacy and intellectual property are all issues that need to be addressed. The regulation of virtual worlds may require different ways of thinking and the adoption of new paradigms which consider exchange, democratization, cooperation and sharing as essential
ingredients of these new sets; as such, any rules must control but not restrict, thus avoiding anarchy at the same time as keeping interaction levels high. In the European Year of Creativity and Innovation it is important to consider the opportunities being opened up by these new technologies in the world of culture and education, as well as the possibilities that are emerging and which remain to be researched.

Keywords: Virtual worlds, cultural management, virtual art, creativity, regulation, fair use

This textbook is designed to teach Japanese in just the matter of 30 weeks (60-120 hours). One of the greatest merits of teaching with the Pana-Lingua method is to have students conjugate more than 10,000 Japanese verbs correctly and automatically by simply memorizing the table of 19 model verbs.  Students are led continuously to synthesize new materials and merge what was learnt before together with more materials. This will become a large amount, that is obtainable exponentially within a short period of time.  More detail is here. https://www.youtube.com/watch?v=IhYy5KKJpP8

The program begins by 30 lessons for conversations, and another 30 lessons with the second volume, Japanese in 30 weeks II kana-kanji course.  There is no single program similar to ours, and you will begin to see the value of learning in depth within a short period of time.  Importantly, on the backend of the program, students will express self-selected themes and topics in Japanese language and know the culturally acceptable boundary. It is expertise content suitable from high school to beyond college education. For free trial lessons, please click here.  https://calendly.com/info-10707?month=2019-11

The development of Internet technology give a chance for application in all kind of humans activity include education specially for higher education in university in order to increase education quality. In this paper we will discuss about the importance of the elements which must be fulfilled when we build the online academic application with web technology which will help teaching process in university. Also we will discuss to implement open source software as foundation in order to deploy the information system with low cost without losing the performance. In the future assembling internet technology on education and training will be need in order to enhancement and distribution education quality, specially in Indonesia where has many islands separate with sea and mountain. Students and faculty will enjoy access to multiple resources from one location, delivering search results with a range of content including encyclopedia articles, multimedia, related Web sites, magazines, and much more. Enables schools to implement an online academic program. It equips schools to host online courses, conduct live and blog-style communication between faculty and students, track grades, automate test scoring, store course materials, and much more.

SinteSe: O objetivo central desse trabalho é compreender o comportamento de uso de um sistema de gestão acadêmica em uma Universidade Federal em relação às ferramentas de apoio às atividades docentes. A pesquisa é censitária, compreende todos os professores dos cursos de graduação e pós-graduação nos períodos 2010.2 e 2011.1. Utilizou-se a análise de cluster para separar os elementos em grupos, de acordo com o uso maior ou menor do sistema de gestão.

The objective of the ICT for Language Learning conference is to promote the sharing of good practice and transnational cooperation in the field of the application of Information and Communication Technologies (ICT) to Language Learning and Teaching. The ICT for Language Learning conference will also be an excellent opportunity for the presentation of previous and current language learning projects and innovative initiatives.

Bu kitap; duygusal ve davranışsal bozukluklara sahip öğrenciler hakkında bilgi sahibi olmak isteyen sınıf öğretmenleri, özel eğitim öğretmenleri ve alanda çalışan uzmanlar için hazırlanmış giriş niteliğinde bir uygulama kitabıdır. Her bir bozukluğun nedeni, tanımlanması, güncel araştırmalar ışığında verilmeye çalışılmış ve okul ortamındaki pratik uygulamalarla da anlatım zenginleştirilmiştir. Bunlara ek olarak belirli bir bozukluğun tüm yönlerine ilişkin temel yaklaşımla birlikte bilimsel olarak geliştirilmiş müdahele yöntemleri de verilmeye çalışılmıştır.

Bu kitabın alanda yeni çalışmaya başlayan öğretmenler kadar güncel verilerle desteklenen tanı koyma ve müdahele stratejilrine önem vermesi nedeniyle alanda uzun süredir çalışmakta olan öğretmenlere ve uzmanlara da yararlı olacağını düşünmekteyiz.

ICT has a great impact on human lives. The use of mobile technology in education is a positive response to the learning development in most tertiary institutions. Nowadays, it is difficult to motivate students to learn calculus. Therefore, creative teaching techniques using WhatsApp is used to attract students. WhatsApp enhances idea sharing among students and makes communication easier and faster. This research seeks to assess students' readiness in using WhatsApp Application for calculus subject. Data were collected from 485 respondents from sixteen classes of diploma in mechanical engineering students in Universiti Teknologi MARA (Pulau Pinang) using the score of the test results. Data analysis was performed using descriptive statistics and analysis of one sample t-test at 0.05 level of significance. One sample t-test was used to identify whether to accept or reject the null hypothesis. Based on evaluation, more than half said that they prefer to use WhatsApp as one of the most effective teaching tool and students who were usually inactive in lecture class, contributed a lot in WhatsApp group. The findings of the study suggested that the marks increase in calculus subject is caused by flexible learning facilitated by WhatsApp mobile learning.

Introduction
Introduction by Patrick R. Lowenthal

Trends and Issues with Online Learning
From Reluctant and Reticent to Engaged and Enthusiastic: The Passage to Online Teaching
Susan Giullian

Preparing Special Education Teachers Through Online Instruction
Donna Sobel

Using eCollege to Facilitate Learning, Provide for Program Coherence, Manage Accountability Innovations, and Ensure the Evolution of a Principal Licensure Program
Connie Fulmer

Make, Share, Find: Web 2.0 and Informal Learning
Phil Antonelli

Technology in Action
The Advantages of a Ning Social Network Within a Higher Education Program
Laura Summers

Fresh and Forward-thinking: Using Blogs for Educational Purposes
Joanna C. Dunlap & Ellen Stevens

Hanging on by a Thread
Dorothy F. Garrison-Wade

Instructional Uses of Twitter
Joanna C. Dunlap & Patrick R. Lowenthal

Using Audio for Giving Feedback to Project Teams: A Useful Complement to Track Changes
Brent G. Wilson

Wordle… Just for Phluff?
Joanna C. Dunlap

A Teaching Video Project Brought to Closure
Farah A. Ibrahim

Improving the Design of PowerPoint Presentations
Patrick R. Lowenthal

Emerging Tools and Applications
Audacity
Ning
Blogger
PBworks
Bubbl.us
Picnik
Delicious
ScreenSteps Desktop
Facebook
Songza
Flickr
SkyDrive
Google Docs
Skype
Google Reader
Twitter
iSpring
Ustream
Jing VoiceThread
Media Converter
Youtube
MyPodcast
Zotero

Resources
Down-and-dirty Guidelines for Effective Discussions in Online Courses
Joanna C. Dunlap

Protocols for Online Discussions
Joanna C. Dunlap

Improving the Odds of Effective Collaborative Work in Online Courses
Joanna C. Dunlap

Online education is the type of education that takes place through the internet. The learner is required to have a computer that has active internet connection to be able to attend a free online courses. All the instructions and transactions take place through the net.

In the 21st century, education needs to be given serious thoughts and discussions needs to be given to the future of human society.  This means that the function of education on which human progress depends in Africa, to a large extent needs to be reviewed. This article explores John Dewey’s assertion of “education is not preparation for life but life itself” through a review of literature. The author’s interest in this article is to critic this assertion and show how this has implication to the education policy makers, the teachers and the students
The Article is based on empirical literature review to critic John Dewey’s Assertion and find out its implications on the teaching and learning in our schools
The findings imply that John Dewey’s assertion has implications on curriculum development, methods of teaching and learning. The teacher’s role of linking students’ personal experiences and characteristics to the material studied is very important.

Anormal Psikoloji kitabı, ruhsal bozukluklar alanında çalışan tüm profesyoneller, psikiyatristler, klinik psikologlar, psikologlar, psikolojik danışmanlar, hekimler, sosyal hizmet uzmanları, psikiyatri hemşireleri ve bu alanlarda öğrenci yetiştiren akademisyenler ile eğitim alan öğrenciler için temel bir başvuru kitabıdır.
2013 yılının Mayısı ayında yayımlanan DSM-5 ölçütlerine göre ruhsal bozukluklarla ilgili sunulan bilgilerin güncellemesinin de yapıldığı bu kitap, tüm dünyada pek çok üniversitenin psikiyatri ve psikoloji bölümlerinde ders kitabı olarak okutulmaktadır.
Kitabın her bölümünde, ilk olarak ruhsal bozukluklarla ilgili vakalar sunulmakta, daha sonra bozuklukların klinik tanıları yapılmakta ve DSM-IV-TR’den farklı olan DSM-5’te yapılan değişikliklere yer verilmektedir. Ayrıca, DSM-5’teki tanı ölçütleri, bozuklukların etiyolojisi ve epidemiyolojisi, bozukluklar üzerinde kalıtımın ve çevrenin etkileri, biyolojik ve sosyal ve kültürel etkiler, en güncel araştırmalardan elde edilen verilerle harmanlanarak sunulmaktadır. Ruhsal bozuklukların tedavisinde etkili olacak terapi yaklaşımları ve ilaçla yapılan tedaviler hakkında da bilgiler veren kitap, sahip olduğu zengin içeriği ile eşsiz bir kaynaktır.
Anormal Psikoloji kitabının; profesyoneller ve öğrenciler için önemli bir rehber olacağına, yardıma ihtiyaç duyan insanların sorunlarının çözümüne, ruhsal bozuklukların tanı ve tedavisinde önemli katkılar sağlayacağına inanıyoruz.

In this introductory essay, we build on the articles in this special issue to provide a novel theoretical framework for the understanding of current and future trends in the digitalisation of teaching and learning in Nordic higher education (HE). We highlight three key elements. Context is critical and should be systematically expanded to include not only the immediate context of the virtual and blended classroom, but also the broader organisational and national contexts within which digital learning takes place. The involvement of individual actors, higher education institutions and national policy-making agencies in the development and implementation of digitalisation policy ideas and practices is also shaped by multiple mediations, which include the mediating role of technology itself, but also of other human, organisational and policy actors, ideas and practices. Finally, digitalisation of HE teaching and learning can lead to a variety of gradual or more radical digital transformations, operating at multiple scales and with multiple potential positive or negative effects. This framework helps put into focus the key question of how to go about searching for a flexible set of "Nordic characteristics" that might affect digitalisation of teaching and learning in the Nordic region, albeit in uneven and diverse ways. While it is too early to provide a systematic analysis of the impact of the rapid digitalisation of Nordic HE teaching and learning spurred by the Covid-19 pandemic, we make some preliminary observations that offer this emerging theoretical framework as a way to assess these trends both before and after the pandemic.

The use of mobile technologies in education has appealed considerable interest and attention from educators and researchers in the last decade. Nonetheless, the effects of mobile learning on students' learning outcome in science education are still ambiguous. The time and place flexibility, ubiquity and easy accessibility of mobile devices are among the features that make them valuable in m-learning, especially in science education, at present times. Despite the large number of researches conducted, no bibliometrics study has been carried out in this topic so far. The aim of this review is to assess the progress of international publications in the area of science education and mobile learning. This content analysis review shows the trends in publications regarding mobile learning and science education researches indexed in Web of Science database between years 2004-2019. Out of 57 documents related to the topic of interest found in the database of Web of Science, the results demonstrate that the publication frequency has increased after 2012 where the most productive year was 2016. Most of the published documents were proceedings papers and original articles. Taiwan and United States are the countries with most work published where Pa-kistan, Taiwan and China are the countries that funded the most scientific research. The top journal involving the publications associated with this topic is Computers & Education journal. A more comprehensive criteria has been used in this content analysis which has interpreted in detail. This study can provide a much clear picture of the field to researchers, educational leaders and funders to incorporate new understandings into their research.

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In this study, personalization of online learning environments, learner participation, and satisfaction in using these environments are inquired. With this purpose in mind, learners' personalization preferences of appearance and their satisfaction regarding the personalization in online learning environments are determined. In data collection and analysis processes, both quantitative and qualitative methods were used. And the study was designed as an explanatory mixed method research. Data is collected from 60 second-year students registered to Instructional In the study, to test the difference between two means, independent samples t-test was carried out but among non-parametric methods, and Mann-Whitney U test was conducted, because the normality hypothesis was not obtained in the tests. In order to evaluate students' learning environment usage and personalization of appearance satisfaction, survey was provided. Moreover, focus group discussions and in-depth interviews were held with the students chosen among both the ones who fulfilled the personalization and the ones who did not. According to the results of the study, satisfaction level of the ones who did the personalization was higher than the ones who did not.

It has been accepted that Mobile Learning has provided innovative opportunities for both teachers and students, as it produces an active learning atmosphere anywhere and anytime. Mobile learning model can be resourcefully improvised by adding the cloud technology into it. This paper explores the effect of cloud based mobile learning on education competencies of engineering students. The main intention is to test whether cloud based mobile learning has a positive effect on student's performance by investigating the effect of this innovative teaching system on course outcomes. The results showed that introduction of cloud based mobile learning in studying an engineering subject is productive and does has an positive impact on education competencies of engineering students. The results particularly indicate that technology underneath cloud based mobile learning can be effectively used in the study of engineering subjects resulting in superior attainment of course outcomes.

We present the development of an intelligent tutoring system for chess endgames, and explain in detail the system’s architecture that is comprised of five essential components. The rule-based domain model contains a conceptualized domain theory, which serves as a bridge between the basic declarative domain theory andprocedural knowledge for concrete problem solving. The search engine is used to generate new chess problems and to validate students’ solutions on the fly. The tutoring model represents pedagogical knowledge and follows the standard model-tracing approach. The student model contains the knowledge about the user in the form of a skill meter, aiming to show the level of a student’s understanding of particular skills. Finally, the user interface is where the interaction between a student and the tutor takes place.