Book Description:
Electronic learning or E-learning is a general term used to refer to computer-enhanced learning. It is used interchangeably in so many contexts that it is critical to be clear what one means when one speaks of 'eLearning'. In many respects, it is commonly associated with the field of advanced learning technology (ALT), which deals with both the technologies and associated methodologies in learning using networked and/or multimedia technologies. By 2003, more than 1.9 million students were participating in on-line learning at institutions of higher education in the United States alone.Many higher education, for-profit institutions, now offer on-line classes. By contrast, only about half of private, non-profit schools offer them. The Sloan report, based on a poll of academic leaders, says that students generally appear to be at least as satisfied with their on-line classes as they are with traditional ones. Private Institutions may become more involved with on-line presentations as the cost of instituting such a system decreases. Properly trained staff must also be hired to work with students on-line. These staff members must be able to not only understand the content area, but also be highly trained in the use of the computer and Internet. Online education is increasing dramatically around the world. This book presents the latest research in the field.

Table of Contents:
Preface

Chapter 1 - Web-based Formative Assessment: Issues and Trends;
pp. 1-28
(Tzu-Hua Wang, Department of Education, National Hsinchu University of Education, Taiwan)

Chapter 2 - Assessing Intercultural Competence in E-learning Projects; pp. 29-45
(Margarita Vinagre, Department of Applied Languages, Nebrija University, Spain)

Chapter 3 - E-learning for All; pp. 47-68
(Stig Ottosson, Evastina Björk, Sweden, Iceland, Sigrun Thorsteinsdottir, SJÁ ehf., Ingólfsstræti Konráðshús, Reykjavík
Iceland, Evastina Björk, NHV, Göteborg, Sweden)

Chapter 4 - Will E-learning Die?; pp. 69-82
(Mandy Schiefner, University of Zurich, Martin Ebner, TU Graz)

Chapter 5 - Self-regulation in Mathematical E-learning: Effects of Metacognitive Feedback on Transfer Tasks and Self-Efficacy; pp. 83-96
(Bracha Kramarski, School of Education, Bar-llan University, Israel)

Chapter 6 - Three Challenges for Lifelong E-learning: Personalization, Quality and OER; pp. 97-123
(Dejan Dinevski, University of Maribor and University of Primorska, Slovenia)

Chapter 7 - Guiding the Design of E-Learning Programs: A Design Framework for Creative Learning Experiences; pp. 125-153
(Sylvia M. Truman, Knowledge Media Institute, The Open University, UK)

Chapter 8 - When Collaborative PBL Meets E-learning: How does it Improve the Professional Development of Critical-Thinking Instruction?; pp. 155-175
(Yu-Chu Yeh, Institute of Teacher Education and Center for Creativity Innovation Studies, National Chengchi University)

Chapter 9 - Teacher Training in E-Learning :
How to Support the Fallow-up Analysis; 177-195
(Guglielmo Trentin, Elisabetta Vallarino, Institute for Educational Technology, National Research Council, Italy)

Chapter 10 - Experience in E-Learning from BEPI, An Internet Course in Basic Epidemiology for Medical Students and Public Health Training; pp. 197-203
(Christiane Meier, Ursula Ackermann Liebrich, Institute of Social and Preventive Medicine of the University of Basel, Switzerland)

Chapter 11 - The Relevance of Research in Cognitive Neuroscience related to E-Learning; pp. 205-223
(Norbert Jausovec, Pedagoska Fakulteta, Koroska, Maribor, Slovenia, Ivan Gerlic, University of Maribor)

Chapter 12 - Tailoring and Webcasting for Patient and Student Health Education; pp. 225-234
(Ray Jones, Health Informatics, University of Plymouth, Inocencio Maramba, University of Plymouth)

Index