Alan Murphy

E-learning in developing countries: suggesting a methodology for enabling computer-aided assessment

Traditional education has shifted towards new methods of teaching and learning through the proliferation of information and communication technologies (ICT). The continuous advances in technology enable the realisation of a more distributed structure of knowledge transfer. This becomes critically important for developing countries that lack the resources and infrastructure for implementing cutting-edge education practices. The two main themes of technology in education for developing countries focus either on aspects of technological support for traditional methods and localised processes, or on the investigation of how such technologies may assist distance learning. Commonly such efforts are threefold, relating to content delivery, assessment and provision of feedback. This paper focuses on issues regarding the implementation of e-learning in developing countries and particularly those aspects of computer-aided assessment (CAA) that could be tailored to satisfy the needs of a limited educational infrastructure. The primary contribution of this paper is a proposed methodology for supporting both formative and summative CAA.

Mobile learning in a Global Context: a training analysis

Interest in delivering training, especially via innovative methods (m-learning), has received increasing attention over the past decade [12]. While many believe that there is a global market for m-learning programmes (especially using English), very few have much experience outside of their home market. Although there is considerable work on cross cultural aspects [9], there are few studies that consider how different cultural groups perceive training

Evaluating the flexibility of a pedagogical framework for e-learning

Flexible pedagogical frameworks are needed to underpin e-learning environments in order to ensure that they address effectively the individual learning approaches of an increasingly diverse student population. A quantitative study of the flexibility of one pedagogical framework for instructional design, called I CARE, identified its limitation in supporting two types of learners: those who rely extensively on social interaction and those most in need of learning support in the novel mode of learning. To support the learning processes of such students, they should be given a choice of learning activities and tasks that support the development of different cognitive skills and promote meaningful online communication.

Designing Mobile Learning

Interest in delivering training, especially via innovative methods (m-learning), has received increasing attention over the past decade [12]. While many believe that there is a global market for m-learning programmes (especially using English), very few have much experience outside of their home market. Although there is considerable work on cross cultural aspects [9], there are few studies that consider how different cultural groups perceive training

Designing Multimedia for Differences: e-Lecturer, e-Tutor, and e-Student Perspectives

The outlook on the roles and needs of the centre players in the cycle of production and delivery of e-learning materials is investigated. The perspectives of e-lecturers, e-tutors and e-students on use and design of multimedia learning objects are presented in this paper. Their various cultures, skill levels and learning styles necessitate integration of flexibility into learning environment. Flexible use of multimedia learning objects and how the scalable design principles can be applied in practice are demonstrated. This adaptable framework relies on the learning style and background knowledge of the tutor in selecting, organizing, and presenting learning material produced by e-lecturers. It adopts a flexible approach to educational content organization and delivery based on multimedia components that can be integrated into a wide range of courses. The flexible framework leverages XML metadata for describing multimedia learning objects and XSL for their seamless integration into the existing e-learning systems

Investigating computer-supported cooperative learning: Applications for flexible learning environments

The key findings of investigations concerned with e-learning computer systems and the establishment of a technology framework for a new generation of applications are described. The paper initially discusses an e-learning system that incorporates the infrastructure of the Global Campus (GC) programme. It is reviewed in light of four studies on attitudes towards learning, patterns of Virtual Learning Environment (VLE) use, Computer-Assisted Assessment (CAA) and learning tasks and patterns of communication. Finally, a set of guidelines and a technology framework for the classification and the evolution of e-learning applications are proposed.