In an era known as the society of technology and knowledge, where lifelong learning is a way of life, it is important that educational institutions have as a priority the goal of finding effective ways of providing new learning opportunities according to their environment, student characteristics, teacher training, economic crisis and advancing technology in an effort to make learning more efficient, equitable and innovative in higher education. At Guarda Polytechnic Institute, Portugal (IPG), we recognize the need and the opportunities to create and develop new e-education courses (e-Learning, blended learning, mobile learning) in order to engage and motivate students according to their necessities. Thus, we have, in this last decade, developed and implemented a set of institutional objectives with regard to teaching electronic courses which aim to provide intuitive content courses online, easy to access anywhere in any place. This paper presents the outcomes and synthesizes the insights collected since the time when we implemented a mobile learning solution in March 2012. But the main objective of this paper is to present our strategies, vision and goals when we talk about electronic learning independently of is topology. We believe that "cloud learning" is the next step in the field of e-learning. This decade has taught us that some of the components used in the process of e-Learning require more attention than others in a way to create new, successful and powerful opportunities of learning.

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Step by step: building an e-learning project

Natália Gomes and Carlos Fonseca

Research Unit for Inland Development of Guarda

Guarda Polytechnic Institute

Guarda, Portugal

ngomes@ipg.pt; car_fonseca@ipg.pt

Maria Jose Hernandez

Faculty of Education

University of Salamanca

Salamanca, Spain

mjhs@usal.es

Abstract— In an era known as the society of technology and

knowledge, where lifelong learning is a way of life, it is important

that educational institutions have as a priority the goal of finding

effective ways of providing new learning opportunities according

to their environment, student characteristics, teacher training,

economic crisis and advancing technology in an effort to make

learning more efficient, equitable and innovative in higher

education. At Guarda Polytechnic Institute, Portugal (IPG), we

recognize the need and the opportunities to create and develop

new e-education courses (e-Learning, blended learning, mobile

learning) in order to engage and motivate students according to

their necessities. Thus, we have, in this last decade, developed

and implemented a set of institutional objectives with regard to

teaching electronic courses which aim to provide intuitive content

courses online, easy to access anywhere in any place. This paper

presents the outcomes and synthesizes the insights collected since

the time when we implemented a mobile learning solution in

March 2012. But the main objective of this paper is to present

our strategies, vision and goals when we talk about electronic

learning independently of is topology. We believe that "cloud

learning" is the next step in the field of e-learning. This decade

has taught us that some of the components used in the process of

e-Learning require more attention than others in a way to create

new, successful and powerful opportunities of learning.

Keywords-e-learning project; education; learning 2.0; higher

education;

I. INTRODUCTION

The increased need for teacher adaptability, according to

student characteristics in the use of technologies has important

implications for the future of education, training and

competitiveness of schools.

Ubiquitous technology and Web 2.0 tools play today a

fundamental key role in promoting technology-enhanced

learning and creating new learning concepts and new

opportunities in the field of learning. It is clear that the concept

of learning has penetrated the walls of schools generating a

number of concepts as e-learning, blended learning and mobile

learning. Teachers and students are no longer located

physically on a school campus. This new world allows for

creative and collaborative participation in the process of

learning.

As daily consumers, as teachers, and as students we all

recognize that technologies are increasingly being used in

society and in the economy, and this is transforming ways of

working, studying (lifelong learning), communicating,

accessing information and spending leisure time, among others.

Several studies, conducted in this last decade have shown that

the evolution of the World Wide Web and ICT could enable

creative and innovative practices in schools. The value of

information offered at Web sites, can enhance students'

research, developing new skills and new methodologies to be

critical users of the Web and the Internet, thus playing an

important role in education. Learning should be reflective of

underlying social environments [2], [20].

The evolution of the World Wide Web driven by user-

generated content represents a new form of collaboration and

communication creating new tools such as platforms, blogs,

podcast and wikis. Web 2.0 means a qualitative leap in Web

technologies that has made the internet more creative,

participative and socializing [11].

Research evidence suggests that these online tools, web

technologies, have not only affected people's private and

professional lives, but are also starting to transform learning

patterns and pathways [18], [2] and also demonstrated the

benefits of applying these technologies to learning [15].

In this context, several authors have defined and introduced

new terms such as Learning 2.0 , Web-based learning or

Internet-based instruction to relate to a learning-teaching

process that takes places with the use of ICT and Web 2.0 tools

[12], [10].

A. Teaching and learning.

It is crucial that institutions promote discussion and define

strategies about new pedagogical activities so as to trigger

creativity in their methods. Free mobility in the learning

process, offered by Web 2.0 tools, allows for the development

of new creative learning approaches where teaching is now a

process that can occur anywhere and at any time. The rapid

growth of online education has promoted the need to rethink

delivery structures and pedagogical practices that were once

appropriate [5]. This technology allows educators to

collaborate and interact with students, who are no longer

passive recipient of information in new learning environments

[2].

If it is evident that though teachers are major stakeholders

in the field of education and training, it seems that they are

rarely consulted about their training necessities or when the

future of learning is at stake. In order to develop creative

learning approaches, it is important that institutions should

establish a clear strategy to define and implement solutions for

teacher training in accordance with the new capabilities of

"learning 2.0". Offering training that prepares teachers to

become reflective practitioners, able to discern how a teaching

method or activity can stifle or trigger creativity in their

students with the use of different e-Learning components.

B. Students and Learning

Another important point is related to the fact that today's

students have always been surrounded by, and interacted with,

new technologies. Marc Prensky defends that students have

changed radically and are no longer the people our educational

system was designed to teach, [16] calling them Digital

Natives. But other authors with this perspective have also

defined actual students as Net Generation learners [13] or New

Millennium Learners [14]. In a general perspective, all these

authors defend that students are highly dependent on

technology and use technology extensively to network and

socialize.

These characteristics have an effect on the way students

build their identities, communicate socially, and manage

information and knowledge. All this new technology has strong

implications for the teaching-learning process by changing the

ways in which knowledge is transmitted, acquired and handled.

Recent investigations have shown clear evidence about the

changes occurring in the last decade with respect to changing

the paradigms of learning, attitudes, learning styles and

patterns [17]. Learning in the digital era is fundamentally

collaborative and aims to facilitate the learning process by

providing social and cognitive guidance and support. Today the

learner plays a central role in the learning process as an active

author, co-creator, evaluator and critical commentator [18]. In

this context researchers have proposed various approaches to

develop adaptive learning systems based on the personal

features, characteristics, or learning behaviors of students to

improve learning efficiency [8].

The use of e-Learning technology in higher education

institutions is no longer an option but has become a necessity.

It is of major interest for institutions from an evolutionary

perspective to understand the role of teacher and student

demand to incorporate new e-Learning strategies and perceive

the effectiveness of the use of Web 2.0 tools in class, creating

new and powerful opportunities for learning.

e-Learning technology that is used optimally and

effectively can position institutions at a more competitive level.

In order to respond to new student markets and changing needs

and expectations, higher education has to define clear and

comprehensive strategies for the integration of e-Learning and

all those involved in the process (leaders, administrators,

teachers and students) must be involved and considered

throughout the process [7].

II. BACKGROUND

The case study in the e-educational world was conducted at

the IPG in the context of Portuguese higher education, oriented

toward student education, research projects, and community

services as well as cultural exchange with other national and

foreign institutions. Its mission is to advance knowledge and

educate students in science, technology, education and other

areas of scholarship that will best serve the country and the

necessity of the European market. The Institute is committed to

generating, disseminating, and preserving knowledge.

The Decree 303/80, of 16th August, founded it in 1980, but

its statutes were recognized only in 1985. In 1986, the School

of Education (ESECD) began its activities. One year later, the

School of Technology and Management (ESTG) also opened

its doors to the Higher Education System. In 1999, the School

of Tourism and Telecommunications in Seia (ESTH) was

founded followed, in 2001, by the integration of the Nursing

School (ESS) in this Polytechnic Institute.

Currently, the Polytechnic Institute of Guarda has four

schools: School of Education, Communication and Sports;

School of Technology and Management; School of Tourism

and Hospitality Management and The Health School. At the

moment the student community of this Polytechnic Institute

exceeds 3,000 elements, with the educational body being made

up of 350 professors.

Its four schools encompass numerous academic

departments, divisions, and degree-granting programs, as well

as interdisciplinary centers, laboratories, and programs whose

work cuts across traditional departmental boundaries. All

students have access to the IPG platform (http://www.ipg.pt),

essential to the student's performance at school. The e-learning

platform used in IPG, Fig. 1, is Blackboard, a global leader in

use by higher education institutions. This platform allows

access to an online virtual learning environment to the student,

where, in addition to accessing content uploaded by teachers,

one can use tools of communication with peers and teachers,

access classes, abstracts, submit work, among many other

features.

Figure 1. IPG homepage

E-LEARNING AT IPG: A BRIEF TOPOGRAPHY

In the year 2002, the IPG decided to implement an e-

learning system education. This implementation was according

to the European Commission's statement based on the initiative

"E-learning: designing tomorrow's education" adopted on 24

May 2000 by the European Union. This initiative presented the

principles, objectives and prospective actions related to e-

learning for Europe and defined the importance of the use of

new multimedia technologies and the Internet to improve the

quality of learning, facilitate access to resources and services,

such as exchanges and distance collaboration. The initiative

"E-learning: designing tomorrow's education" was following

on from the conclusions of the European Council in Lisbon [9].

A. IPG e-Learning implementation phases

Phase 1 (academic year 2002/3): e-Learning was

implemented at IPG through integration with IBM Lotus

LearningSpace platform. "The fundamental objectives of

which was to improve the quality of education, tackling

underachievement, and increasing the access to education,

implementing a new mechanism of cooperation and interaction

between users," commented Constantino Rei, President of the

IPG. "e-Learning is an element that decisively contributes to

this objective, guaranteeing interaction between students and

professors, independent of the premises and time, and

guaranteeing the process of ongoing teaching-learning". IBM

Lotus LearningSpace platform was being used only by the

ESTG School.

a) Strategies and activities develop (phase 1):

In this first phase we have: developed manual instructions;

offered technological training initiatives to the first interested

teacher group, some of whom should be the next trainers; and

offer training in the field of new educational collaborative

learning processes. During this time, some indicators as

numbers of available courses and total numbers of teacher

access were collected. This was necessarily required for the

consistent understanding and evolution of the solution

implemented.

Phase 2 (academic year 2004/5): with the aim of improving

the implementation of the e-Learning project and, due to

necessity in the winter of 2004, it was decided to change the

LearningSpace platform to the Blackboard Academic Suite.

The use of Learning Management System (LMS) was

integrated into the four schools. According to [1] Blackboard

Academic Suite promotes and helps institutions across the

globe break down barriers and multiply learning opportunities.

For Constantino Rei, the implementation of the

Blackboard' suite was based on is rich suite of applications,

designed to deliver a flexible, customizable, and seamlessly

integrated operating environment for e-Education.

b) Strategies and activities develop (phase 2):

The second phase has as its purpose to develop and

implement a set of policies and initiatives regarding technology

enhanced learning (TEL) that provides support to the entire

IPG campus. This initiative was put in practice trough the

Computer Centre (CI) of the IPG.

CI is a unit of services to support teaching, research and

service. It is responsible for ensuring the proper functioning of

existing information technologies and to support students,

faculty and staff in this area. Integrated in the CI there is a

technology-enhanced learning (TEL) group that provides vital

resources to integrate educational and information technologies

into the academic environment.

The objectives of this group is to give technological support

to any pedagogical activity, enhances the mobility and

flexibility of the learning process and enables greater

responsiveness to the needs of a new generation of learners.

TEL staff is composed by 5 informatics engineers specialized

in different areas (network and communications, platforms of

e-learning, design and multimedia). TEL group helps IPG

schools, students, explore and implement new technologies that

can promote and enhance learner-driven education on campus

and in online learning.

c) Objective of TEL:

• Distance Learning - Help to coordinate and support

IPG academic units in launching new distance-learning

courses

• Emerging Technologies - Identify and pilot new and

emerging technologies that advance teaching, learning,

and research

• Blackboard-Learning Management Upgrade - Enhance

IPG's Blackboard platform to meet the needs

according to new learning student's characteristic' and

learning 2.0

• IPG's Web site - Upgrade and restructure IPG's web

site, according to the new features and necessity to

implement mobile learning and sustain the e-learning

project

• IPG's supporting instruction - Developing strategies

for the development of teacher training in accordance

with the new teaching possibilities offered by LMS

learning platforms, mobility, connectivity, web 2.0

tools and Learning 2.0

In this second phase we have also developed new guides

and provided extensive education training programs to

teachers, according to the new facilities of the Blackboard

suite. Academic staff confidently integrates ICTs into curricula

in a manner consistent with course and program learning

according to the Bologna Process.

Several studies were produced internally that brought

together a rich number of insights: (2004) to inquire into

student class attendance; (2006) to understand the level of

teacher and student Blackboard's suite utilization; (2008) to

present case studies developed by some groups of teachers on

the use of forums and collaborative tools; (2011) to inquire into

the characteristics of teachers and students on the use of Web

2.0 tools and ICT. Results were presented in several

international conferences.

This phase also had an objective; to make the integration of

different forms of ICT on the campus, implement national ICT

educational programs such as eduroam (offering connectivity

on all campus, e-mail and ftp services), VoIP and FCCN

services. We also have create, in this second phase, a

multimedia content production department. The aim was to

support teachers in the development of multimedia products.

Phase 3 (academic year 2011/12): In the first semester of

2012, TEL has decided to implement a new mobile learning

solution from Blackboard. The establishment of this new

solution, Fig. 2, is based on global connectivity to improve

efficiency across the IPG campus, thus engaging more

students.

Figure 2. Information develop from TEL about mobile learning at IPG

The goal of this new solution is to meet student demand for

mobile learning according to students profiles (digital natives)

and in accordance to the findings reached in the study

conducted in 2011 related to students' and teacher' using web

2.0 tools. According to [6], the objective of this

implementation is to reach and engage students through their

mobile devices (tablets, smartphones and personal computers),

giving students and teachers instant access to courses by being

connected and informed anywhere, any place.

d) Strategies and activities develop (phase 3):

In the third phase our strategies are still based on offering

extensive training to our teachers with the objective of

improving quality and to working on the combination of

technological applications and collaborative learning methods.

Background and initiatives in this decade, conceptual

framework of e-Learning at IPG, are present in Fig. 3.

Figure 3. Background and initiatives at IPG

III. MOBILE LEARNING : TWO MONTHS LATER

If it is clear in a way that in two months' time it will not be

possible to make a clear comparison and evaluation of the total

number of logins/utilization made by VLE or made by mobile,

it is interesting and fundamental, according to the strategies

defined by TEL to evaluate continuously the implemented

solution. The objective in this case was to understand if there

are some equal patterns of utilization (by hours of the day or

days of the week), realize what impact the installation of the

mobile learning Blackboard on the IPG has caused and present

conclusions about the use made by mobile learning and

traditional e-Learning platforms in a way to better understand

the use of these two resources.

In this way, we first present two-month statistical data

collected to identify: total logins made by day of the weak and

total logins by hours of the day in both platforms (VLE and

mobile), Fig. 4.

Figure 4. Conceptual framework of e-Learning at IPG

The first objective, as referred to previously, was to analyze

patterns in which respect students' logins were made by hours

of the day and by day of the week. The results showed some

insignificant variation with respect to the login made through

VLE or Mobile. In this way, with regard to daily access, we

found that Friday and Thursday, via Mobile, are the days that

represent greater access followed by Wednesday. The largest

number of access, by VLE, was found on Thursday and

Tuesday, followed by Wednesday. The findings relating to

students' logins by hours of the day showed the afternoon as

the period where there are more logins in both systems. This is

contrary to results expected. Since mobiles utilization statistics

show that its use is more common in the daytime.

Fig. 5 and Fig. 6 present the total number of logins made by

platform using a mobile device. According to the graphics we

realize that in these two months the Android was the most

mobile phone platform used.

Figure 5. Logins made by mobile learning

Figure 6. Overral logins made by mobile learning 15 March to 18 April

IV. STRATEGIES AND OUR VISION

The overall objective of this paper is also to present a

review of how, at the IPG through TEL, we have managed in

this last decade to implement and build step by step an e-

learning project to the mobile learning solution.

If it is true that we presently have new LMS (e.g., Moodle

or not Blackboard), where all possible features are included,

and in another way we have a diversity of ICT as mobile

devices or PDAs that make learning a real possibility 24 hours

a day, 7 days per week, that are available to provide new

technological solutions and that aim to improve new innovative

learning approaches according to the new necessities of

institutions, we believe, and that is how we have developed our

strategy to implement an e-learning project that not only

involves installing a LMS solution or using an advanced ICT.

For TEL-IPG, Fig. 7, it is clear that the most important

point in an e-Learning project are the human resources

(students and teachers). For us they are the key to improving

and creating new innovative learning and develop new teaching

and learning skills need to change in order to get maximum

benefit from virtual learning.

Figure 1: life cycle of e-learning project, TEL-IPG

In this way it is our first priority to give support and offer

pedagogical training to teachers according to the new

potentiality of LMS or ICT and according to the new

approaches of learning 2.0. With regard to the student, and as

already referred to, we constantly analyze our learners'

characteristics and analyze student feedback. We believe that

implementing an e-learning project is a continuous cycle where

we constantly need to evaluate the e-Learning project, integrate

the most appropriate techniques and methods in the process of

working on e-learning projects; implementing the most

innovative solutions of modern technology in the field of

education, thereby offering support to both teachers and

students.

Our vision to IPG as higher institution it's looking for ways

to improve the teach and student learning experience through

the use of e-learning and mobile learning tools in complement

to blended learning, to promote the development of

pedagogical contents within the web 2.0 and developing it as a

what we have define as cloud learning, Fig. 8. Cloud learning

provides access to learning courses through the use of a large-

scale of tools (e.g. LMS, blogs, Web 2.0) and ICT (e.g.

personal computer, PDA) where teachers and students can be

locate physically at the IPG campus or also dispersed in the

virtual world.

Figure 2: Vision of TEL-IPG: Cloud learning

V. CONCLUSIONS

Two months after the implementation of mobile learning

we realize that the previsions and the expectation made, as an

exponential use of mobile learning at IPG, can now not be so

certainly. If for one way the characteristic of our students'

appoint them as having a high level of: ability with technology;

sociability; multitasking and multiple media types, the current

European crisis and particular the Portuguese crisis going to

affect the buy of new ITC devices such as PDA and mobiles. If

it's true that mobile learning is not primarily about technology,

it's clear that without these components mobile learning can't

exist.

e-Learning in Portuguese academies is fully established and

consolidated, although there are notable differences in the level

of use by teachers and students. Internet, and especially the

Web, quickly became a very important strategic tool for

distance education. One of the biggest problems faced by some

higher-institution is how to motivate and train their teachers, to

offer advanced services so their students can deal with the new

concepts of Learning. It is clear that continuing education in

this area remains a major challenge because the list of digital

skills expected of a teacher is growing every day and new

pedagogical methods and strategies must be continually offered

to their students according to their necessity and characteristics.

ICT

LMS

Training & support

Monitorize

Evaluate

In what respects to IPG e-learning project, and after 10

years, we believe that our project are just beginning. Teachers

are now realizing, with the Bologna process and the recognize

of the potentiality of e-Learning, that it is a no way back on the

field of learning.

For other higher institution we suggest that's important to

define a clear strategy, include all the human resources and

regularly evaluate project in all this aspects.

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ResearchGate has not been able to resolve any citations for this publication.

Teachers are major stakeholders in the field or learning. However, they are rarely consulted when thinking about the future challenges and changes for education and training. To change this, IPTS took the opportunity to develop and discuss visions on the future of learning with teachers during the yearly eTwinning conference in February, 2010, in Seville. This report presents the outcomes of the consultation sessions, describing the views of the participating teachers on the future of learning and teaching. The findings of this consultation process confirm the need to innovate and modernise school education to adequately prepare students for their future. Participating teachers foresaw that in 15 years' time learning objectives will focus on competences rather than knowledge; learning will be more tailored to the needs of individuals and will be more active and connected to real life. Technologies will be an integral part of learning, work and life and teachers themselves will have become lifelong learners. During the conference sessions, the following challenges were recognised for the European education and training systems to consider and address in order to develop future school learning. Firstly, school education must change to better respond to the needs of the economy and society. Secondly, ICT is creating and impacting change in learning, but more knowledge must be developed about its effective implementation. Additionally, teachers must be encouraged and supported to be part of implementing the change. Organizational change is also required to allow and encourage innovation in educational systems. Finally, policies should be better linked with developing educational practices.

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  • Christine Redecker Christine Redecker

This study is part of a collaboration project between the European Commission's Joint Research Centre (JRC-IPTS) and its Directorate General for Education and Culture (DG EAC). The objective is to investigate the innovative and inclusive potential of social computing applications in formal education by reviewing current practice. The report identifies, structures and analyses existing Learning 2.0 practice in Europe with a view to generating evidence on the impact of social computing for learning and its potential in promoting innovation and inclusion. It combines a review of research on Learning 2.0 with the collection of experience and good practice from a broad variety of cases.

This report presents the outcomes of the expert workshop held at the Institute for Prospective Technological Studies (IPTS) on 29 and 30 October 2008 to discuss the impact of the social computing on Education and Training (E&T) in Europe. The workshop aimed to validate the results of the Learning 2.0 study, launched by IPTS in collaboration with DG EAC. The study explored the impact of social computing on E&T in Europe (in terms of contribution to the innovation of educational practice, and to more inclusive learning opportunities for the knowledge society). It also assessed Europe's position in the take up of social computing in formal educational contexts and - by identifying opportunities and challenges - devised policy options for EU decision makers. The report offers a structured account of the debate that took place during the two day workshop. It reflects the discussion on the potential of social computing take up in organized educational contexts, focusing on innovation (from the pedagogical, organisational and technological standpoints), and on inclusion. It further discusses how, despite the recent emergence of the phenomenon mostly outside E&T institutions, its primarily experimental nature within formal E&T contexts, and the speed of its evolution, there are clear signs that it can transform educational practice and that a new schooling culture is called for. The report then presents the main risks that were identified by the experts and proposes a number of items for research and the policy agenda to respond to the educational needs of society as it is being transformed by the social computing wave. Finally, it summarizes the trends identified as likely to affect the future evolution of the learning landscape.

Summary This contribution presents and evaluates a new learning environment model based on Web 2.0 applications. We assume that the technological change introduced by Web 2.0 tools has also caused a cultural change in terms of dealing with types of communication, knowledge and learning. The answers given by eLearning scholars who intend to use the creative options offered by Web 2.0 in institutional learning are summarised in the first part of the paper. In this theoretical overview we introduce the concepts of eLearning 2.0 and Personal Learning Environments, along with their main aspects of autonomy, creativity and networking, and relate them to the didactics of constructivism and connectivism. The requirements and basic functional components for the development of our particular Web 2.0 learning environment are derived from these. The learning environment we present consists of several components (modules) that are well- known Web 2.0 applications such as wikis, weblogs, social bookmarking services and RSS feeds. The section describing the implementation of the environment in a use case at the Darmstadt University of Applied Science focuses on the specific didactic contribution the particular learning modules render towards the entire learning arrangement. The article explains the didactic potential of the wiki platform in more detail, since it serves as the integrating module (or learning centre) of the learning arrangement. Our learning environment was tested and evaluated during the "Social Software" seminar held in the information science study course at Darmstadt University of Applied Science in 2007/08. A questionnaire-based survey reveals interesting facts regarding the success of the practical implementation of the Web 2.0 arrangement with respect to the motivation and learning outcome of students. The survey was supplemented with some non-formalized feedback in a concluding discussion. With these results in mind this paper finally provides some remarks on the potential of the learning environment in broader educational contexts.

  • Yoany Beldarrain

Current trends in the field of distance education indicate a shift in pedagogical perspectives and theoretical frameworks, with student interaction at the heart of learner‐centered constructivist environments. The purpose of this article is to explore the benefits of using emerging technology tools such as wikis, blogs, and podcasts to foster student interaction in online learning. It also reviews social software applications such as Writeboard™, InstaColl™, and Imeem™. Although emerging technologies offer a vast range of opportunities for promoting collaboration in both synchronous and asynchronous learning environments, distance education programs around the globe face challenges that may limit or deter implementation of these technologies. This article probes the influence of technology on theory and the possible implications this influence affords.

  • Marc Prensky

Part one of this paper highlights how students today think and process information fundamentally differently from their predecessors, as a result of being surrounded by new technology. The author compares these "digital natives" with the older generation who are learning and adopting new technology naming them "digital immigrants".

  • Judith Pena-Shaff Judith Pena-Shaff
  • Craig Nicholls

This case study, based on social constructivist learning theory, investigated the communication patterns and the knowledge construction process of students who used a computer bulletin board system (BBS) to discuss course-related content. Collected data included the outline of BBS postings and transcripts of the BBS messages from three selected weeks during the semester in an advanced communications class. Quantitative analysis was used to examine participation and interaction rates, and qualitative procedures were used to analyze knowledge construction processes and to refine a category system of indicators and descriptors. Results showed that students engaged in a knowledge construction process that was characterized chiefly by clarification, elaboration, and interpretation, and that produced more reflective monologues than dialogical interactions. Findings were related to constructivist theories and to previous analyses of computer conferencing systems, and were used to develop a list of recommendations for practitioners interested in incorporating such systems in their courses.

  • Jian-Liang Chen Jian-Liang Chen

Discerning what influences a student's acceptance of e-learning is still unclear and has not been well investigated. On the basis of the expectancy-value theory, much effort has been put into identifying the effectual factors regarding the technological expectancy of students. However, aside from technological usage, the adoption of an e-learning system still must consider learning behavior. Thus, researchers should take into consideration both technological and learning expectancies of students while investigating e-learning acceptance. Following mainstream literature on information system acceptance, this study postulates that a student's behavioral intention to accept an e-learning system is determined both by his or her technological expectancy and educational compatibility. Four primary factors, that is, performance expectancy, effort expectancy, social influence, and facilitating conditions, specified in the Unified Theory of Acceptance and Use of Technology (UTAUT) are used to reflect the technological expectancy of students. Further, educational compatibility, which refers the congruence of e-learning systems with the unique leaning expectancies of students, is integrated with the UTAUT to form a new theoretical model for e-learning acceptance. An empirical survey is conducted to examine the proposed model. A total of 626 valid samples were collected from the users of an e-learning system. The findings show that both technological expectancy and educational compatibility are important determinants of e-learning acceptance. However, educational compatibility reveals a greater total effect on e-learning acceptance than does technological expectancy. Implications and practical guidelines for both e-learning developers and practitioners are subsequently presented.