By Won Kim (auth.), Wenyin Liu, Qing Li, Rynson W.H. Lau (eds.)

ISBN-10: 3540490272

ISBN-13: 9783540490272

Web-based studying has attracted ongoing recognition for its swift improvement lately. It introduces not only worldwide and dispensed, yet digital studying environments to the scholars. To the educators, it creates loads of possibilities, and whilst demanding situations. specified studying tools/systems, studying source administration, and custom-made studying fabrics, and so forth. , are the new examine subject matters at the present. After 4 winning earlier annual meetings, ICWL 2002 in Hong Kong, ICWL 2003 in Australia, ICWL 2004 in China, and ICWL 2005 in Hong Kong, the 5th overseas convention on Web-Based studying (ICWL 2006) was once held in Penang, Malaysia in the course of July 19-21, 2006. ICWL 2006 used to be a persevered try to handle a number of the above-mentioned matters. The convention application was once equipped in a single-track 3-day workshop. It integrated an academic, a keynote speak, and oral/poster paper shows in different classes devoted to particular issues. consultation subject matters incorporated “Personalization in E-Learning,” “Designs, version and Framework of E-Learning Systems,” “Implementations and reviews of E-Learning Systems,” “Tools in E-Learning,” and “Learning source Deployment, association and administration. ” We got a complete of ninety nine submissions from around the globe. this system Committee chosen 34 papers as standard papers for presentation, an reputation expense of approximately 34. 3%. because of the high quality submissions, the committee made up our minds to additional invite 9 papers for poster displays. eventually, 32 papers (including the keynote speech) have been chosen for this post-conference proceedings.

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Extra resources for Advances in Web Based Learning – ICWL 2006: 5th International Conference, Penang, Malaysia, July 19-21, 2006. Revised Papers

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To quantitatively analyze the level of activeness on blog, the data had to be quantification. Only meaningful and learning content-related reflections which were equally distributed over the whole semester were counted and scored. Then, the results of the questionnaire survey were analyzed to try to understand the students’ feelings and responses about the use of blog and associated reflection activity. 0, a Pearson correlation analysis was performed to check the correlation between learning performance with taking the score of learning reflection into consideration and the number of meaningful reflections (messages) or feedback messages each student had made.

RSS is a simple link for publishing and transferring which transfers information into specific XML format. It is similar to published news. From the readers’ point of view, RSS makes a blog system more convenient. If a blog system has RSS functionality, the reader can actively subscribe interesting topics or content through RSS feeds, which in turn reduces the time for searching and querying information significantly. Cayzer [10] pointed out the following challenges that would be faced by people trying to develop a system which was capable of aggregating, annotating, indexing, and searching snippets in a network community: z z z z z z ease of use and capture decentralized aggregation distributed knowledge flexible data model extensible inference Nardi, Schiano, Gumbrecht, and Swartz [11] interviewed 23 people, 16 men and 7 women, ages from 19 to 60, who all lived in California or New York and were welleducated, middle-class adults in school, employed in a knowledge based job, or working in an artistic field.

Student A = 4 (SCMP)+6 (PCM)+0 (SCMA) = 10 hours (It is equal to expectation) Student B = 2 (SCMP)+6 (PCM)+2 (SCMA) = 10 hours (It is below the expectation) Student C = 0 (SCMP)+5 (PCM)+4 (SCMA) = 9 hours (It is over the expectation) Thus, additional exercises should be provided only to student B. If proposed total learning time > student expected learning time then Step 1. 3 else go to Step 2 end else exit end Step 2. 3 end else exit end end end Algorithm 5. Removal of concept nodes based on student expectation According to Algorithm 5, the proposed concept nodes from Algorithms 3 and 2 may be removed if proposed total learning time > student expected learning time.

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Advances in Web Based Learning – ICWL 2006: 5th International Conference, Penang, Malaysia, July 19-21, 2006. Revised Papers by Won Kim (auth.), Wenyin Liu, Qing Li, Rynson W.H. Lau (eds.)

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