Category: e-Learning and Collaborative Learning


Application of Media in an ESL Environment

All too often, EFL programs focus on developing students’ language ability without concern for providing meaningful content. A previous paper by Nanni and Sangar (2014) demonstrated a technology-based approach to addressing this shortcoming, a semester-long project that fosters collaborative learning and integration with the wider community. This project has since evolved, and continues to work


Authenticity in Project Based Learning: Building Community

The benefits of using authentic material as a form of input in Project-Based Learning are well established, but creating authentic output and audience still remains a formidable challenge. The aim of this presentation is to report on a project designed for a third-year class of English majors in a Japanese university. The project had the


Campus Based Students’ Perspectives on Strategic Management Simulation: A Study in Context

Business simulations are widely used in management education. However, there is no consensus on optimising their application. We explore business simulations as a dimension of a blended learning pedagogic approach in management education. We accept that few best-practice prescriptive models for the design and implementation of simulations in this context have been presented, and that


Pragmatic (Im)Politeness and Group Gender Composition in Face-To-Face and Virtual Communication: Tunisian Undergraduate Students as a Case Study

Although the literature on group gender composition in the classroom derives from a variety of research disciplines, including sociolinguistics and educational psychology, little attention has been paid to approaching this contextual factor pragmatically. This study, therefore, uses Brown and Levinson’s (1987) and Culpeper’s (1996) pragmatic theories of (im)politeness in investigating the impact of different group


The Impact of Social Media for Students’ Motivation in Learning Medical Terminologies

Learning medical terminology is not easy and it needs the students to be well-motivated. Social media such as Twitter, Blackboard and Instagram are the most feasible techniques towards enhancing EFL medical students’ motivation through collaboration. This study aims at investigating the impact of social media on the students’ motivation learning medical terminologies. This research aims


University Students’ User Expectations Concerning E-Textbook Features

E-textbooks are becoming more and more part of the teaching and learning process also in higher education. However, the use and acceptance of e-textbooks lag far behind expectations. The purpose of this study is to investigate how university students evaluate the importance of specific features and applications within e-textbooks for their learning process. The participants


T-Story: Storytelling Applied to Training

The project is financed by the Transversal Actions (Key Activity 3 � Information and Communication Technologies) under the Lifelong Learning Programme from the European Commission. Between November 2012 to October 2014, seven institutions from seven European countries (Italy, Portugal, Romania, The Netherlands, Poland, Spain and Greece) will be carry out the intent to promote a


Learning from Eliciting Questions in Exploring Global Knowledge

Twenty first century learning is characterized as a technology-supported, student-centered, collaborative, context-based, and globalized learning. Higher education emphasizing various practices for incorporating learning experiences serves a means to prepare students for professional development. Advances in information and communication technology are influencing instructional formats and delivery modes in library and information science professionals. Integrating ICT (Information


The Effect of Constructivist ICT-Mediated Instruction and Programmed Instruction on Children’s Learning Outcomes in Science

ABSTRACT This paper studied the effect of constructivist ICT-mediated instruction and programmed instruction on the learning outcomes of children in science. The research employed a quazi-experimental design using a 3x2x2 factorial method. The design involved three groups; pretest, posttest and control group. Forty (40) pupils from both MOCPED International Nursery and Primary school and SPEB