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The influence of students' cognitive and motivational characteristics on differences in use and learning gain in a e-learning environment. KU Leuven
© ISLS. Differences in use of e-learning components can be influenced by student-related characteristics. In this study, an e-learning environment was developed in line with the four component instructional design (4C/ID) model. The four components consist of authentic problem-based tasks (i.e., learning tasks), various support (i.e., supportive and procedural information) and additional drill-and practice exercises (i.e., part-task practice). ...
e-Learning Maturity Model (eMM) as a methodology to self-assess the quality of blended learning Vrije Universiteit Brussel
One of the main objectives of this paper is to present the development and implementation of a quality assurance system to improve e-teaching and e-learning strategies and to ensure a consistently high quality of online and blended education for adult learners.
Throughout an intervention study in three centers of adult education and interviews with different stakeholders within these centers, the e-learning Maturity Model (eMM) (Marshall, ...
Throughout an intervention study in three centers of adult education and interviews with different stakeholders within these centers, the e-learning Maturity Model (eMM) (Marshall, ...
Enhancing e-learning by means of content adaptivity: the effectiveness for French verb learning KU Leuven
ICL 2010 : Academic and corporate e-learning in a global context : Proceedings of the Interactive Collaborative Learning 2010 international conference Hasselt University
Game modding for learning design thinking on an e-learning platform Ghent University
Collaborative learning in a social constructivist e-learning environment: a cross-cultural study Ghent University
E-learning in a low-status female profession: the role of motivation, anxiety and social support in the learning divide Ghent University
The literature seems to suggest that women may be at risk from being excluded from adult education programmes, which use e-learning, especially when they have low economic status. Based on a survey of 551 women, family day care providers, we conclude that there is a persistent divide in PC access and use, as well as in perceived PC skills according to age. Yet, this divide seems to run less along traditional lines, suggesting that personal ...