Advances in Web-Based Learning – ICWL 2016: 15th by Dickson K.W. Chiu, Ivana Marenzi, Umberto Nanni, Marc

By Dickson K.W. Chiu, Ivana Marenzi, Umberto Nanni, Marc Spaniol, Marco Temperini

This booklet constitutes the refereed complaints of the fifteenth foreign convention on Web-Based studying, ICWL 2016, held in Rome, Italy, in October 2016.

The 19 revised complete papers provided including 10 brief papers and four poster papers have been rigorously reviewed and chosen from a hundred and ten submissions. The papers are prepared in topical sections on layout for studying; schooling and educating; substantial open on-line classes; cellular studying; modeling for studying; severe video games; social-collaborative studying; and aid for learning.

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Routledge, New York (2012) 7. : Designing networked learning with 4Ts. In: Proceedings of the 10th International Conference on Networked Learning, pp. 2010–2017. Lancaster (2016) 8. : The 3P Learning Model. Educ. Technol. Soc. 13, 74–85 (2010) 9. : The E-design template. In: The Art & Science of Learning Design, pp. 181– 194. Sense Publishers, Rotterdam (2015) 10. : Designing for Learning: Six Elements in Constructivist Classrooms. , California (2001) 11. : An exploration of Biggs’ constructive alignment in course design and its impact on students’ learning approaches.

The analysis also confirmed that almost every courses’ seminars and lectures are organized by their sequence, usually from 1 to 13 week of study, which is the length of the school term. However learners cannot organize learning resources by this sequence across more learning courses, which would be surely beneficial for them. LMSs also do not support consistent organization structure across more courses. However the learner is the main user of learning system and he usually attends more than one course.

Peng et al. concluded that web-based learning systems used by colleges often neglect users’ knowledge manage‐ ment requirement [5]. However it was proven that the way we organize, label, and relate information influences the way people comprehend that information [1]. We assume that students would benefit from united organization structure, as it presents lower cognitive workload and more efficient browsing. We believe that it would be even more efficient if the courses were displayed in one well-arranged layout, which would follow the recommended workflow/flow of learning.

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