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Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
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Searching... | 30000010099424 | LB1044.87 U82 2003 | Open Access Book | Book | Searching... |
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Summary
Summary
Successful use of information and communication technologies depends on usable designs that do not require expensive training, accommodate the needs of diverse users and are low cost. There is a growing demand and increasing pressure for adopting innovative approaches to the design and delivery of education, hence, the use of online learning (also called E-learning) as a mode of study. This is partly due to the increasing number of learners and the limited resources available to meet a wide range of various needs, backgrounds, expectations, skills, levels, ages, abilities and disabilities. The advances of new technology and communications (WWW, Human Computer Interaction and Multimedia) have made it possible to reach out to a bigger audience around the globe. By focusing on the issues that have impact on the usability of online learning programs and their implementation, this specifically fills-in a gap in this area, which is particularly invaluable to practitioners.
Author Notes
Claude Ghaoui, Ph. D., is a senior lecturer in computer systems (since 1995) at the School of Computing and Mathematical Sciences, Liverpool JMU, UK. Her research interests and expertise are mainly in human computer interaction, multimedia/Internet technology and their applications in education. She is a UK correspondent for EUROMICRO (since 1998) and served on programme committees for several international HCI/multimedia conferences. Since 2000, she has been an advisor for eUniservity (UK-based), which promotes and provides online learning. She is the editor of two books, ""E-Educational Applications: Human Factors and Innovative Approaches"", 2004 published by IRM Press, and ""Usability Evaluation of Online Learning Programs"", 2003 published by Information Science Publishing.
Table of Contents
Preface | p. viii |
Section I Using Virtual Learning Environments | |
Chapter I ETH World--Implementation of a Virtual Campus Infrastructure and E-Learning at ETH Zurich | p. 1 |
Chapter II Implementing Online Delivery and Learning Support Systems: Issues, Evaluation and Lessons | p. 19 |
Chapter III Collaborative Learning On-Demand on the Internet Mbone | p. 40 |
Chapter IV Improving Usability of an Online Learning System by Means of Multimedia, Collaboration and Adaptation Resources | p. 69 |
Section II Methods, Pedagogy and Theories | |
Chapter V Heuristic Evaluation of Web-Based ODL Programs | p. 88 |
Chapter VI Coming off the Rails: Evaluation and the Design Process | p. 110 |
Chapter VII Developing and Supporting Research-Based Learning and Teaching through Technology | p. 128 |
Chapter VIII Online Learning for the Real World: Diploma in Computing Via the Internet | p. 159 |
Chapter IX Usability Inspection of the ECONOF System's User Interface Visualization Component | p. 177 |
Chapter X Issues of Quality in Online Degree Programmes | p. 198 |
Chapter XI Learning Technologies and Learning Theories | p. 218 |
Chapter XII Design Cycle Usability Evaluations of an Intercultural Virtual Simulation Game for Collaborative Learning | p. 233 |
Chapter XIII Computer-Supported Network-Based Learning Environment for the Workplace | p. 254 |
Section III Managerial and Social Issues | |
Chapter XIV Professional to Manufacturing Mode Due to Online University Education | p. 273 |
Chapter XV Changing Roles and Processes in Online Tuition for Higher Education: A Case Study for the UK Open University | p. 283 |
Chapter XVI Learnability | p. 299 |
Chapter XVII Usability Evaluation of Online Learning Programs: A Sociological Standpoint | p. 313 |
Chapter XVIII Security and Online Learning: To Protect or Prohibit | p. 331 |
Chapter XIX How Useful Are World Wide Web Discussion Boards and Email in Delivering a Case Study Course in Reproductive Medicine | p. 360 |
Chapter XX Ensuring Optimal Accessibility of Online Learning Resources | p. 371 |
Chapter XXI Online Learning for the Visually Impaired | p. 387 |
About the Authors | p. 409 |
Index | p. 419 |