-------- Original-Nachricht -------- Betreff: Re: [AISWorld] Contents of the latest issus of IJWLTT Datum: Tue, 16 Jul 2013 19:33:09 +0000 Von: Raisinghani, Michael MRaisinghani@mail.twu.edu An: aisworld@lists.aisnet.org aisworld@lists.aisnet.org

The contents of the latest issue of:

International Journal of Web-Based Learning and Teaching Technologies (IJWLTT) Official Publication of the Information Resources Management Association Volume 7, Issue 4, October – December 2012 Published: Quarterly in Print and Electronically ISSN: 1548-1093 EISSN: 1548-1107 Published by IGI Publishing, Hershey, Pennsylvania, USA www.igi-global.com/ijwltt

Editor-in-Chief: Mahesh S. Raisinghani, Texas Woman’s University, USA

PAPER ONE

Domain Ontology and Hermann Brain Dominance Instrument Model for Personalized E-Learning Hypermedia System

Mahnane Lamia (LRS Laboratory, University of Badji Moktar, Annaba, Algeria) and Laskri Mohamed Tayeb (LRI Laboratory, University of Badji Moktar, Annaba, Algeria)

A number of adaptive e-learning hypermedia systems (AEHS) have been developed to support learning styles as a source for adaptation. However, these systems suffer from several problems, namely: lack of maintenance adaptation to learning style, less attention was paid to thinking styles and the insertion of specific teaching strategies into learning content. This paper proposes an AEHS model based on thinking styles and domain ontology. The experiment was completed in three phases for both experimental and control groups. In the first phase all the students were informed that they will participate in an experimental process. The students received a short introduction on how to use the system and to create a user account for login purposes into the system. Then, information about thinking styles categories were given to the experimental group and were asked to complete the questionnaire. In the second phase, the students followed regularly the lessons until the completion of the course; meanwhile taking a quiz at the end of each lesson. In the third phase, learners followed a link to do the post-test.

To obtain a copy of the entire article, click on the link below. http://www.igi-global.com/article/domain-ontology-hermann-brain-dominance/78...

To read a PDF sample of this article, please visit http://www.igi-global.com/viewtitlesample.aspx?id=78539   PAPER TWO

Identifying and Addressing Cultural Barriers to Faculty Adoption and Use of a Learning Management System in a Ghanaian University: A Participatory Action Research Approach

Stephen Asunka (IT Support Services, Ghana Technology University College, Accra, Ghana)

This study adopted a participatory action research (PAR) approach to identify and address the various cultural factors that contribute in hindering faculty adoption and use of a Learning Management System (LMS) for online collaborative learning (OCL) at a private university in Ghana. This followed a realization that an LMS that the university deployed for OCL purposes, and had been available for over five years, remained largely unused by faculty members despite that they have been trained, motivated and appropriately resourced to do so. With a preliminary investigation revealing the possible role of cultural factors, this study drew on some aspects of Hofstede’s cultural dimensions theory to develop and conceptualize a research framework, and subsequently engaged 10 faculty members in a semester-long action study. Findings show that by collectively identifying the cultural underpinnings, and conscientiously working on them, faculty members can ultimately change their attitudes (as well as those of their other colleagues) significantly, and be better predisposed to using online collaborative tools and resources for OCL.

To obtain a copy of the entire article, click on the link below. http://www.igi-global.com/article/identifying-addressing-cultural-barriers-f...

To read a PDF sample of this article, please visit http://www.igi-global.com/viewtitlesample.aspx?id=78540   PAPER THREE

Adaptable Personal E-Assessment

Lilyana Nacheva-Skopalik (Technical University of Gabrovo, Gabrovo, Bulgaria) and Steve Green (Teesside University, Middlesbrough, United Kingdom)

This paper presents the concept of an adaptable personal learning environment (APLE) which meets the personal needs and requirements of the individual students. Such a system responds to the need of providing inclusive learning for a wider range of learners, which is an important agenda item for higher education institutions. For the complete design of an APLE it is necessary to integrate an adaptable personal assessment tool which is able to assess students’ performance, regardless of their specific learning needs and preferences, including those with disabilities.

To obtain a copy of the entire article, click on the link below. http://www.igi-global.com/article/adaptable-personal-assessment/78541

To read a PDF sample of this article, please visit http://www.igi-global.com/viewtitlesample.aspx?id=78541   PAPER FOUR

Accessible Button Interfaces: Improving Accessibility for Brain-Injured and Other Disabled Users

Jason Colman (School of Computing, University of Portsmouth, Portsmouth, UK) and Paul Gnanayutham (School of Computing, University of Portsmouth, Portsmouth, UK)

The number of people with brain injuries is increasing, as more people who suffer injuries survive. Some of these patients are aware of their surroundings but almost entirely unable to move or communicate. Brain-Computer Interfaces (BCIs) can enable this group of people to use computers to communicate and carry out simple tasks in a limited manner. BCIs tend to be hard to navigate in a controlled manner, and so the use of “one button” user interfaces is explored. This one button concept can not only be used brain injured personnel with BCIs but by other categories of disabled individuals too with alternative point and click devices. A number of accessible button interfaces are described, some of which have already been implemented by the authors.

To obtain a copy of the entire article, click on the link below. http://www.igi-global.com/article/accessible-button-interfaces/78542

To read a PDF sample of this article, please visit http://www.igi-global.com/viewtitlesample.aspx?id=78542   PAPER FIVE

Remote FPGA Lab

Pavlinka Radoyska (Technical University of Sofia, Sofia, Bulgaria) and Nadezhda Spasova (Technical University of Sofia, Sofia, Bulgaria)

In this paper the authors discus leading examples of the remote laboratory, based on FPGA. The architecture of Internet-accessible Automatic Test Equipment can be classified in two categories: internet-based ATE and ATE as a web service. The authors’ realization is based on the first architecture. Experiment management problems are discussed and some solutions, realised on user interface are presented.

To obtain a copy of the entire article, click on the link below. http://www.igi-global.com/article/remote-fpga-lab/78543

To read a PDF sample of this article, please visit http://www.igi-global.com/viewtitlesample.aspx?id=78543

***************************************************** For full copies of the above articles, check for this issue of the International Journal of Web-Based Learning and Teaching Technologies (IJWLTT) in your institution's library. This journal is also included in the IGI Global aggregated “InfoSci-Journals” database: http://www.igi-global.com/EResources/InfoSciJournals.aspx. *****************************************************

CALL FOR PAPERS

Mission of IJWLTT:

The mission of the International Journal of Web-Based Learning and Teaching Technologies (IJWLTT) is to contribute to the broadening of the overall body of knowledge regarding the multi-dimensional aspects of Web-based technologies in contemporaneous educational contexts, assisting researchers, practitioners, and decision makers to design more effective learning systems and scenarios. IJWLTT explores the technical, social, cultural, organizational, human, cognitive, and commercial impact of technology. In addition, IJWLTT endeavors a broad range of authors and expands the dialogue to address the interplay among the diverse and disparate interests affected by technology in education. The journal seeks to explore the impact of Web-based technology on the design, implementation and evaluation of the learning and teaching process, as well as the development of new activities, relationships, skills, and competencies for the various actors implied in such processes.

Coverage of IJWLTT:

The International Journal of Web-Based Learning and Teaching Technologies (IJWLTT) focuses on the dimensions of reporting about developing new WBLT technologies and uses, and also sharing educational experiences and situations including (but not limited to) distance learning, collaborative work, constructivist approaches in on-line class-rooms, designing blended learning and programs, importance of dialogue in distance education programs, CSCL, network learning, etc. IJWLTT also covers aspects such as models and frameworks for the pedagogical design of courses including or supported by WBLT technologies, and for issuing and evaluating educational policies in institutions, and for organizing and managing training policies or departments in companies. Issues in methodologies for the training of teachers and trainers, for the building of multi-disciplinary teams for distance and on-line program administration and delivery are also included in the coverage.

Topics to be discussed in the journal include (but are not limited to) the following:

Best practices Building multi-disciplinary teams for Web-based learning and teaching Building Web-based learning communities Constructivist approaches to Web-based learning and teaching Decision making in implementing Web-based learning and teaching Knowledge building using Web-based learning and teaching technologies Management side of Web-based learning and teaching Network learning using WLTT Project management for implementing WLTT Related issues that impact the overall utilization and management of Web-based technologies in education Web Based CSCL Web-based technologies enabled pedagogical scenarios Web-based technologies enabled pedagogical systems and programs WLTT implementation: models, methods, and frameworks

IGI Global is pleased to offer a special Multi-Year Subscription Loyalty Program. In this program, customers who subscribe to one or more journals for a minimum of two years will qualify for secure subscription pricing. IGI Global pledges to cap their annual price increase at 5%, which guarantees that the subscription rates for these customers will not increase by more than 5% annually.

Interested authors should consult the Journal's manuscript submission guidelines at www.igi-global.com/ijwltt.

All inquiries and submissions should be sent to:

Editor-in-Chief: Dr. Mahesh S. Raisinghani at MRaisinghani@mail.twu.edu

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