Showing papers on "Asynchronous learning published in 2012"

Examining the Extent and Nature of Online Learning in American K-12 Education: The Research Initiatives of the Alfred P. Sloan Foundation.

Abstract: article i nfo In 1992, the Alfred P. Sloan Foundation began its Anytime, Anyplace Learning Program, the purpose of which was to explore educational alternatives for people who wanted to pursue an education via Internet technology. Part of this grant activity was a research award to the Babson College Survey Research Group to examine online learning in American K-12 education. Three studies were conducted based on national surveys of school district and/or high school administrators. The focus of these studies was twofold: one, to examine the extent and nature of online learning in K-12 school districts; second, to examine the role of online learning in high school reform initiatives. The purpose of this article is to share the findings from these studies and to look critically at what they mean for the future of online learning in American K-12 schools.

Bringing life to learning: immersive experiential learning simulations for online and blended courses

Abstract: In order to keep pace with today’s networked society, Higher Education instructors face the daunting challenge of integrating new technologies into their courses. This imperative is driven by the need to create engaging content for today’s learner and to better prepare students with the skills that they will need after graduation to achieve success in the 21st Century workplace. At the same time, these online learning tools must both support the needs of instructors and help institutions to achieve greater long term sustainability. Of the emerging online social tools, rich media immersive learning simulations that enable “learning by doing” have achieved widespread adoption in a relatively short period of time and are now demonstrating exciting results. Building upon the ancient Confucian wisdom, “What I hear, I forget; What I see, I remember; What I do, I understand,” these experiential learning tools have become an important asset within a growing number of online and blended learning courses. In this paper, we will share results of a pilot deployment of experiential immersive simulations within the course, "Diversity in the Workplace,” as part of the business program at the State University of New York (SUNY) Empire State College. This course, completed in March 2012, was taught by Dr. John Beckem and taken by two cohorts of undergraduate students. Results show this approach was effective in achieving improved subject matter retention and student success as demonstrated by outcomes of the in-class assignments and Exit Surveys.

Microanalytic Case studies of Individual Participation Patterns in an Asynchronous Online Discussion in an Undergraduate Blended Course

Abstract: This study presents three case studies of students' participation patterns in an online discussion to address the gap in our current understanding of how individuals experience asynchronous learning environments. Cases were constructed via microanalysis of log-file data, post contents, and the evolving discussion structure. The first student was Thorough, reading all the posts in the forum in sequence, revisiting different posts multiple times, and creating posts outside of the discussion tool. The second student was Self-Monitoring, revisiting his own posts multiple times, checking the discussion frequently for replies, and replying to or editing his posts in response. Finally, the third student was Independent, using the forum as a tool for her own individual reflection. The behaviors found for these cases are aligned with a theoretical taxonomy for participation proposed by Knowlton (2005). The value and limitations of the microanalytic case study approach are discussed, and implications for research and practice are suggested.

Cyber Asynchronous versus Blended Cyber Approach in Distance English Learning

Abstract: This study aims to compare the single cyber asynchronous learning approach with the blended cyber learning approach in distance English education. Two classes of 70 students participated in this study, which lasted one semester of about four months, with one class using the blended approach for their English study and the other only using the cyber asynchronous approach. Students’ final scores were collected and processed at the end of the semester. The null hypothesis was that there would be no significant differences in the outcomes of the two approaches. But the data obtained repudiates the null hypothesis and shows that although both approaches improved students’ performance, the blended approach could bring a significantly better result for adult elearners in their English study than the single cyber asynchronous approach. The questionnaire survey at the end of the study indicates that cyber synchronous learning can provide students with some unique help which cannot be obtained in cyber asynchronous learning.

Interaction in an asynchronous online course : a synthesis of quantitative predictors

Abstract: The effectiveness and potential of asynchronous online courses hinge on sustained, purposeful collaboration. And while many factors affecting interaction have been uncovered by prior literature, there are few accounts of the relative importance of these factors when studied in the same online course. In this paper, we develop a literature-informed model of six predictors on the likelihood that a note receives a reply. We corroborate earlier findings (such as the impact of the date that the note was posted) but also obtain one contradictory result (that reading ease does not appear to be a significant predictor). We offer hypotheses for our findings, suggest future directions for this type of research, and offer educational implications.

Toward a course conversion model for distance learning: a review of best practices

Abstract: Purpose – The current literature examining the design of effective online learning opportunities recommends an array of best practices but no agreed upon and unifying model. The purpose of this paper is to survey the existing research of effective design models for online learning in an attempt to identify best practices and present a new model.Design/methodology/approach – Through a comprehensive review of the literature, the paper identifies obstacles to developing an effective course design model for asynchronous distance education. Based upon this review, best practices are identified and a design model is recommended.Findings – The research identifies the key components of successful course design methods and ultimately recommends a process that has eight steps which occur in three phases. The first phase, the identification phase, encourages the instructor and/or course design team to identify strategies, objectives, assessments and resources. In the second phase, design, instructors select, organiz...

Enhancing Moodle for offline learning in a degraded connectivity environment

Abstract: In developing countries, higher education is an essential vehicle of the development process. Learning Management Systems (LMS) have emerged from an auxiliary role to a critical one in higher education. In short, ICT development, telecommunication infrastructures and Internet have a strong impact in the education sector especially with the advent of distance learning that is becoming more important. More and more academic institutions are moving to eLearning today and Moodle is one of the most popular LMS with several currently active sites. However, in Moodle, learners must be connected online all time they need to do eLearning activities. Moreover, the introduction of distance learning in developing countries is done with a set of constraints such as connection costs, power cuts and permanent Internet connectivity failure in some areas. This paper presents an enhanced solution for running Moodle in offline mode to improve asynchronous learning. This solution allows learners to continue eLearning activities in cases where Internet connection is highly disturbed or not existed. The presented solution uses transparent and automatic configuration for end user's PC or laptop. After the connection is restored, all offline activities will be synchronized to the principal Moodle platform.

Distance Learning in a Core Business Class: Determinants of Success in Learning Outcomes and Post-Course Performance

Abstract: In this paper, we outline the results of a study at a small Midwestern university regarding distance-learning education in a core business class. In a comparison of distance- and non-distance-learning students in an Introduction to Business course, we follow students both before and after taking a newly created distance learning class. Our findings indicate that students wait longer in their programs before enrolling in a distance learning course. Most importantly, though, there is no detected difference in learning outcomes between traditional and distance learning students, either in the class itself, or after the course has been taken. INTRODUCTION One of the most rapidly growing areas in college education is the offering of distance learning courses (Pina, 2008). For example, in the ten year period leading up to 2007, enrollment of students in some form of online learning coursework had increase some 4.4 times, and onlineonly students had increased an incredible 1 1.5 times (State University System of Florida, 2008), and Although there exist today numerous online colleges, an increasing number of traditional college institutions are introducing and expanding distance learning courses and programs for their students in addition to offering courses in a traditional classroom setting. In these dual mode institutions, many students take both traditional and online courses. Although recent research, particularly in the area of education, has compared distance learning courses with their traditional counterparts in terms of learning outcomes from those target courses (Spooner et al, 1999), far less is known about how students fare once they have moved beyond those target courses. Distance learning courses offer benefits to both the students who take the course and the institutions offering them. For students, it allows for asynchronous learning and frees them from the need to be in a specific location when learning. At the same time, some have expressed concerns about the quality of education that students receive in distance learning classes relative to their peers taking similar courses in the traditional classroom setting (Carr, 2000 & Schoech, 2000). The purpose of this paper is to explore and compare the determinants of student learning outcomes in distance learning courses with traditional classroom-based courses. The major contribution of this paper is that we not only compared learning outcomes of traditional versus online students, but we also followed their academic performance in the semester after they left the course of interest to see if either teaching method had any lasting effect on learning outcomes COURSE DELIVERY The target course for this study was Management 101, an introductory course that is required for all management students, but also taken widely by students outside of the school of management. Many of these students cannot physically attend class so instruction is delivered online asynchronously as well as in a traditional classroom setting. The online courses are delivered using the Blackboard software system with traditional instructional design methods to construct the course. The course content is identical when delivered online as on campus. The asynchronous delivery accommodates the various time zones and geographical challenges for students. The software allows for electronic posting of content to supplement the textbook, electronic submission of assignments, discussions, and online testing. ISSUES OF DISTANCE LEARNING EDUCATION From a student standpoint, there are at least two advantages to being able to take courses online. In most cases, distance learning courses are asynchronous, allowing students to fulfill course requirements at a scheduled pace, rather than having to attend class at specific times, such as is the case for traditional classroom-based courses. Such flexibility of scheduling improves students' abilities to schedule coursework around family, work, and other obligations. …

Applying KANO Model for Users' Satisfaction Assessment in E-Learning Systems: A Case Study in Iran Virtual Higher Educational Systems

Abstract: Many projects fail due to lack of product development to meet customer needs, leading to a waste of organizational resources and non systematic creation of products. Understanding user behavior and the effective management are key elements in the competitive knowledge-based economy. One of the outlets for knowledge-based economy is e-learning, facilitating education using information technology IT infrastructure, which plays an important role in today's virtual world breaking distance and time obstacles. The purpose of this study is to probe e-learning users' satisfaction attributes having noticeable impacts on enhancing instruction paradigm. Therefore, using two concepts of asynchronous learning and KANO model, the authors conduct a survey on user satisfaction in e-learning educational centers in Iran via interviews. Five satisfaction factors are pedagogical regulation, user characteristics, user interface, ICT infrastructures, group interactivity, and content. A questionnaire is proposed based on KANO concept and samples are collected. The statistical analyses are worked out on questionnaires applying Statistical Package for the Social Sciences SPSS software package. The results show that group interaction and user interface have high satisfaction level while content and infrastructures are the effective factors of dissatisfaction.

Virtually There--Transforming Gifted Education through New Technologies, Trends and Practices in Learning, International Communication and Global Education

Abstract: ‘It is the year 2025 and I am compiling this article for an instant VPD (videopod) that is streamed over the world. An EESR (Educational Expert Service Request) came from an empathetic computer HIAS (Hi, I am Sam) that matched my qualifications with a quest by online activists SFT (Searching for Truth) to examine global interactions in education. This online SFT think tank is examining brilliance in action with ideas generated through WCN (wireless communications networks) in their brains. I have consulted and updated my IM (I am) virtual self that contains my visual image and bodily movements with facial expressions, having internalized video images with my values and actions, and monitored my biological rhythms. My IM will present my best contemporary self via a virtual social network system with a database of my past interactions and intelligent decisions. I have spoken certain words: gifted students; global issues; sustainability; social change, etc. The intelligent search site has screened millions ...

A Multimedia Learning System for selected topics of Physics

Abstract: The usage of computers in Physics Instruction began in the seventies and ever since then, several research efforts have been devoted to studying various emerging technologies and their impact on the learning process. Multimedia Learning Systems (MLSs) provide interactivity, flexibility, consistency, and modularity, all in addition to improving the learning outcomes of learners. This in conjunction with the traditional methods in Physics Instruction fosters a more robust collaborative approach to learning commonly known as B-Learning or Blended Learning. This paper is about the analysis, design and implementation of a Multimedia Learning System for selected topics of Physics. As a first contribution, we present an implementation of our system for an introductory level undergraduate course in Newtonian Mechanics. The system is portable, web-enabled, machine-independent and easy-to-use. It can be used as a stand-alone application or run as an applet in any one of the major web-browsers. It is designed to meet the active learning preferences of Physics learners and can also be used as a supporting tool for other courses.

Adaptive Content Presentation in Asynchronous Learning Environments

Abstract: In Adaptive Educational Hypermedia Systems (AEHS), we expect that the learning content presentation should be appropriately retrieved from learning object repositories, and dynamically tailored to each learnerâ??s needs. Each learner has a profile, subject to continuous change. The basic components of the learnerâ??s profile include his/her cognitive characteristics, background of knowledge, previous experience, and current emotional situation. This paper proposes the architecture of a Petri net-based workflow engine â?? scheduled to be implemented in a AEHS - aiming to provide a reliable and efficient platform for the execution of learning course flows in a grid environment. Dealing with the question of adaptive management of learning content, the proposed p-timed Petri net is capable of presenting learning content adapted to the learnerâ??s Learning Style and knowledge background. The proposed schema is accurately tested using a p-timed Petri net simulator. The schema may now be extended to include other components of the learnerâ??s profile.

Systems integration challenges for supporting cross context collaborative pedagogical scenarios

Abstract: This paper discusses the potential and challenges of integrating collaborative and mobile technologies in order to support a wide variety of learning activities across contexts. We present and illustrate two examples of such integrations aiming to expand the functionalities of an existing CSCL environment by introducing mobile technologies. Our goal is to enable the design and enactment of pedagogical scenarios that include asynchronous learning, outdoor collaborative activities and tasks performed in class using personal response systems. These examples are used to identify and analyze different challenges related to software systems integration issues. The outcome of these efforts is a proposed cross context systems integration model that can serve as the basis for future work that leads towards the integration of additional mobile applications designed and implemented to support novel collaborative learning scenarios.

Using e-portfolios to support trainee Design and Technology teachers in developing their subject knowledge

Abstract: Stefani, Mason & Pegler (2007) reflect that the underlying pedagogy with e-portfolios is based on ‘constructivist educational principles’. Our emphasis in this research was for the e-portfolio to be a student led development process rather than teacher/lecturer led, with the student creating their own resource of their knowledge and understanding, reflecting on their progress and identifying their own learning needs and understanding. Online technologies, sometimes referred to as ‘web 2.0’ tools, such as blogs, e-portfolios and wikis allow learners and educators to learn more, create more and communicate better (Richardson, 2010). Students in the second year of an undergraduate teacher training programme are beginning to think of their future careers as design and technology teachers, developing their awareness of what sort of teacher they want to be and what skills they want to develop. To support the students they are asked to evidence their growing range of skills, knowledge and understanding in particular areas of Design and Technology education through the use of an e-portfolio. As future design and technology teachers, the students were encouraged to make a start at building up their own online learning resources. This will hopefully lead to a growing body of knowledge that they can draw on in their subsequent careers. At the same time, and for purposes of assessment, it provides evidence of their learning. A significant reason for using e-portfolios is to enable the students to share information outside the constraints of time and place, i.e. asynchronous learning (Garrison, 2003). Asking students to develop an e-portfolio presented them with an alternative way of recording their learning. Learning was gained from their experiences even if their experiences were regarded as failures, such as ruining a sand-cast aluminium part (the process, background information and the student’s reflections were recorded). The expectation was that students would find this an easier medium to evidence their learning rather than through a folder with notes and diagrams. It is hoped that students will continue to use their e-portfiolios long after the end of the assignment period or learn from their experiences to create new and better personal e-portfolios. It is anticipated that these e-portfolios will accompany the students well into their teaching careers continuous education (Attwell, 2007) allowing them to build up useful resources and ideas.

Development of a learning support system with PaPeRo

Abstract: We propose a learning support system with a robot for asynchronous learning. The proposed system consists of a teacher, a user, a robot, a personal computer, an educational material, and a web camera. In asynchronous learning, the timing to provide the supports such as hints and answers in learning is one of important factors. Here, we endowed a robot with this roll on the timing estimated by extracting the features of usual facial expressions or behaviors of a user in an image captured by a web camera. Thus, we can expect that the robot may give a user learning supports in real time. In fact, we developed the base system that a robot provides hints in the timing estimated by extracting the human general feature tilting own head when we don't understand something. We attempted to evaluate the usefulness for the base system through the experiments of English words learning and some questionnaires for college students. In these experiments, we used a communication robot, PaPeRo, for confirming the counteraction and effect of users. This paper is discussed on the experimental results of the questionnaires and the possibility that user's motivation can be improved by the affinity of the robot in the system.

The Benefits of Asynchronous Discussion in a Hybrid Economics Course: Evidence from a Large Enrollment Economics Course

Abstract: As improvements in technology continue to be integrated within the collegiate classroom it is important to study the benefits, or costs, that are associated with adopting new pedagogical practices. This paper focuses on the role that asynchronous discussion can play in furthering student development within a hybrid economics course. Specifically, this paper finds that encouraging online discussion of articles, podcasts, and videos that are related to course material results in better academic performance.

The role of mobile technology in the customisation of virtual learning environments within higher educational institutions

Abstract: Mobile technology is constantly expanding globally. A great deal of research has been conducted on mobile technology globally, however very little research has been conducted on the role of mobile technology in the customisation of the Virtual Learning Environment (VLE) within higher education institutions (HEIs) and in specific within the University of Johannesburg (UJ). This study focuses specifically on the current trends and possible implementation of mobile technology within the learning process of students at HEIs. To date, existing research mostly focuses on the effectiveness of the VLE; very little of the research is dedicated towards asynchronous learning and even less to the possibility of enhancing or customising the VLE towards being available and accessible via mobile devices to end-users who are 'learners on the move'. With its focus on learners on the move, this study follows the Mixed Methods Research (MMR) approach in its research design to investigate the current trends and effectiveness of the VLE within HEIs and in particular at the UJ. It is also aimed at displaying the need for mobile technology to be developed and implemented at UJ. The research findings of this study are important as they provide HEIs generally, and the UJ specifically, a guide as to what appeals to digitally minded students in support of their learning experience through the possibility of mobile technology implementation. The UJ, as with all other HEIs, has a large responsibility in making this happen. HEIs must move forward in customising the VLE and act now to ensure a large acceptance from its end-users to engage in learning through collaboration. HEIs have to meet end-users' needs in order to make the mobile technology venture and m-learning enhancements in the near future successful. In summary, the findings of this study show a clear demand for all modes of mobile access and learning from HEI students as end-users. M-learning is a new phenomenon; and universities that do not embrace it will soon be left behind if m-technology is not implemented.

Collaborative Learning in an ICT Text Based Synchronous and Asynchronous Learning Communities. What Impact Does it Have on Learning Outcomes

Abstract: This dissertation analyses collaborative learning in synchronous and asynchronous learning communities and come up with the best suitable e-learning community for the Zimbabwean distance students. It focuses on the University of Zimbabwe, Masters of Business Administration first year class studying Business Information Systems course as the research group. The research was divided into three sections, The Structure (Prephase), the process (Experience) and the Outcome (Post phase). At the structure stage, students were grouped randomly into three groups, the synchronous, asynchronous and the control group. The asynchronous and synchronous groups were made to registered and familiarize with the e-learning platform and environment. An ASSIST tool was applied to ascertain the dependent and independent variables that would affect collaboration and usage of the e-learning environment at process stage. At the process stage, the synchronous and asynchronous groups were further divided into smaller groups considering the variables analysed at the structure stage. A time period was set to monitor collaboration using the e-learning platform. Various groups were given different discussion topics which contributed to their coursework and collaboration monitored. At the outcome stage, the SATISFACTION model was applied to determine the way students have been collaborating and their experience in using the e-learning platform. The responses of the synchronous and asynchronous groups were analysed with the coursework results as well as the final results and compared with the control group results. E-learning usage depending on the SATISFACTION model was analysed using the one way ANOVA- repeated measure so as to establish the trend. Comparison of the groups was carried out using the T- Test distribution. The results revealed that students in collaborative synchronous communities have a negative impact on the learning outcomes as compared to the asynchronous communities. The asynchronous collaborative e-iii learning in an ICT text based communities is best suited for the Zimbabwean distance students as compared to the synchronous collaborative communities.

Unibook SE : An innovative environment for life-long learning

Abstract: This paper focuses on the application of social networking technologies — in particular Web 2.0 — in fulfilling the needs for senior citizens' education, information provision and communication. Unibook is a flexible platform which has been recently designed and implemented to provide synchronous and asynchronous learning in a university environment, which has been customized in its “SE” version to cover the aforementioned needs. UnibookSE provides online communication, including attendance of multimedia courses from different terminals (PCs, mobile phones, PDAs) with advanced features, to facilitate senior users. In this paper, the technical characteristics of UnibookSE are presented. Furthermore, the technological and operational innovations are analyzed, as well as potential extensions and improvements.

Asynchronous Learning: Newest Addition to Emergency Medicine Education

Abstract: 3 CAL/AAEM Newsletter CAL/AAEM Newsletter 2 Volume XIII, no. 1 : February 2012 various portable devices allowing them to watch lectures, read articles and chapters, listen to podcasts, look up radiographs and answer questions related to any field of medicine. Given the fast pace of EM, many find podcasts to be especially helpful. Examples of these include EMCrit, EM:RAP, SmartEM, and Annals of Emergency Medicine. These resources are inexpensive and easily accessible. Because simulation is both realistic and practical, it has become an increasingly popular teaching modality. There are numerous simulation resources online, including applications for smart phones and tablets simulating caring for patients in the emergency department, as well as the Digital Instruction in Emergency Medicine section devoted to simulation on the Clerkship Directors in Emergency Medicine (CDEM) curriculum website. Many institutions have incorporated asynchronous learning into their residency curriculum. One such example is iTunesU. At the University of California, Irvine, a tertiary Level I trauma center, EM residents attend five hours of lectures every Wednesday afternoon, during which time residents are exempt from clinical duties. For residents who are unable to attend secondary to night shift schedules and work hour constraints,the lecture slides are video-recorded and linked to the speaker’s associated audio. The audio and video files are linked to iTunesU. These files are then available for viewing on any iTunes-enabled device. This offers the attendees the chance to review lectures at a later time, and allows absentees to view the lectures as if attending these afternoon conferences. This model is being studied at the University of California, Irvine, using data retention and comparison between attendees and nonattendees to evaluate its effectiveness. Residency programs recognize the potential Resident’s section

Getting Started with Web-Based Learning in Nursing: The Essentials

Abstract: Distance education via the World Wide Web has increased exponentially over the last 20 years. This article provides a brief historical perspective and research on online education, a description of selected learning management systems, and advantages and disadvantages of web-based learning for students, faculty, and the organization. Pedagogical implications and best-practice strategies for web-based learning are included. The article concludes with recommendations for getting started with web-based learning, many of which are supported by evidence-based research literature. Gelis tarihi:.26.12.2012 Kabul tarihi: 01.01.2012 istance education has been around for at least a century and probably longer. However, with rapid technological changes and the World-Wide-Web, more colleges and universities (AACN, 2010) and service and professional organizations are meeting the challenges of providing education beyond physical walls and the barriers of time and space. A meta-analysis of research mostly conducted in the United States of America and Australia reports that students in online learning environments perform modestly better than students in face-to-face interaction. Moreover, synchronous learning in real time has not demonstrated increased learning over asynchronous learning (Bernard, Abrami, Yiping, Borokhovski, WadeHuang, (2004). The most common users of online education in no specific order are the military, corporations, medicine, and nursing. Types of Learning Platforms

Managing student outcomes in a totally asynchronous learning environment: Lessons learned

Abstract: A graduate course, APMA 6430 Probability and Statistics for Engineers and Scientists, has been offered by the University of Virginia's School of Engineering and Applied Science since 1985 in both traditional and synchronous distance learning modes. The decision to move to a totally asynchronous delivery mode was made in 2009 and fully implemented in Spring, 2010, based in part on the desire to support student achievement given the many — but different — challenges faced by both on-grounds and off-grounds students. The shift in delivery method brought its own set of challenges along with its inherent flexibility in student engagement with the course. In this paper, we review the lessons learned and how we met various administrative, support, and instructional challenges from the first three offerings of this course in a totally asynchronous on-line mode.

Embedding your Green Message through Asynchronous Learning.

Abstract: This article summarizes a presentation given at the Amigos Library Services Going Green 2 online conference in November 2010. Embedding green messages within your work, tasks, programs, tools, and teaching will passively or subtly inform others without being forceful. My library at the University of North Carolina at Greensboro recently completed a large ten module research tutorial covering concepts from forming a topic to citing sources. By embedding the theme of recycling throughout the entire tutorial, users become more environmentally literate. This brief article discusses the tutorial project and the usefulness of embedding messages within other academic areas, instruction, projects or activities.

The exploration of the design patterns of Electronic Guidance Case based on web

Abstract: This Electronic Guidance Case(EGC) is a design patterns of Guidance Case based on web, under this mode, the teachers control the state of student learning instantaneously and can make the corresponding “teaching” contents, the methods of choice and change, while they can also make full and effective use of the factors of educational resources, including the factors of the students themselves, the scenes of the design task, knowledge links and other learning support services, so that their ability of thinking and innovating will be developed well in the group cooperation and self-exploration activities. Through the literature and theoretical study methods, put forward the necessity of researching EGC, and compared to traditional design patterns of plan, illustrate the theoretical basis of the design patterns of EGC electronics modules of the plan; build up basic processes and process model of EGC. Asynchronous learning respect for individual learning differences and realize independent learning, all of which profoundly incarnate the concept of student-centered Education.

The Proposal of the System That Recommends e-Learning Courses Matching the Learning Styles of the Learners

Abstract: In providing e-learning, it is desirable to build an environment that is suitable to the student’s learning style. In this study, using the questionnaire to measure the student’s preferences for asynchronous learning and the use of ICT in learning that has been develoed by authors, the relationship between the learning preferences of a student that have been measured before and after the course and his or her adaptability to the course is explored. The result of multiple regression analyses, excluding the changes in learning preferences that may occur duirng the course, shows that a student’s learning adaptability can be estimated to some extent based on his/her learning preference measured before the course starts. Based on this result, we propose a system to recommend e-learning courses that are suitable to a student before the student takes the courses.

A successful example of distance Learning opportunity

Abstract: In 1997 the Romanian Internet Learning Workshop (RILW) project begun as a challenging experiment: to organize in Romania an International workshop devoted to Internet and using Internet tools only. There were five editions, and from the third one they included a summer school. Just after the third edition, it happens that two very ill kids asked us by email, to help them to learn. They discovered on the Internet our involvement in using Internet in education. It was a challenge to organize an Internet-based class and to teach them. With a severe disease, they were unable to go to school, but they have a PC with Internet access. Consequently they became our students for three years, and we called this activity “a virtual class”, even if it was mainly distance asynchronous learning. Now, after twelve years, they are yet alive and very active, graduated successfully in Computer Science, enrolled as master students. The difficulties and the problems of this distance learning case study will be analysed.