Mike Mimirinis

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.

Creating E-portfolio with OSP

The paper describes the usefulness of e-portfolios for students, teachers, administrators and human resource personnel for learning, assessment and employment purposes. It is important to carefully look into the theoretical underpinning of the concept of e- portfolio before implementing it. Hands on experience with the OSP platform expected to provide information about the possible use of e-portfolios.

Enriching a pedagogical model for the implementation of a virtual training environment

The progress of a project for the training of e-learning professionals in South East Asia is reported in this paper. A Web-based survey identified key areas for the professional development. The process of content design is explained as well as the enrichment of the pedagogical model. The Virtual Training Environment is underpinned by this model and the potential role of learning objects is consequently discussed.

Qualitative differences in academics’ conceptions of e-assessment

Abstract The paper reports the results of a phenomenographic study on academics’ conceptions of e-assessment. A cohort of 21 academics from 17 disciplines participated in semi-structured interviews exploring their experiences of using web-based technologies for formative and summative assessment purposes. Through iterative analysis of the interview transcripts, the study identified four qualitatively different ways in which academic teachers understand e-assessment. It was seen as a means of: (a) efficiently managing and streamlining the assessment process; (b) facilitating dialogue and student engagement; (c) enhancing student learning; and (d) developing (digital) identity and the community. Six interrelated dimensions of variation were also established: the benefit of e-assessment, the role of the assessing teacher, the role of the assessed student, the role of the medium, the purpose, quality and level of collaboration, and, finally, the relationship between e-assessment and teaching and learning. The results thematise how university teachers relate to technology-enabled assessment and represent incrementally expanding levels of agency within relatively recent, often hybrid assessment milieus. More importantly, the reported dimensions of variation can be utilised to inform which aspects of e-assessment warrant further attention for the improvement of formative and summative assessment design and practice.

Communication patterns in e‐learning communities

This paper discusses the key findings of an investigation of e‐learning computer systems and the establishment of a technology framework for a new generation of e‐learning applications. The paper initially reviews an e‐learning system case study (a core university and a number of associated institutions named Global Campus) which incorporates: (i) the infrastructure of the Global Campus programme reviewed in light of studies on attitudes towards learning, patterns of Virtual Learning Environment (VLE) use, computer‐assisted assessment and learning tasks and patterns of communication, and (ii) an e‐learning environment based on the WebCT technology for delivery and assessment. Results of four earlier studies regarding (i) distance education, (ii) patterns of use of the VLE (iii) communication patterns in e‐learning and (iv) computer‐ assisted assessment are also critically reviewed. Conclusively, a set of guidelines for a technology framework are suggested and the authors’ perspectives for the classification and the evolution of e‐learning applications is provided.