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  • × theme_ss:"Computer Based Training"
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  1. Henze, N.; Nejdl, W.: ¬A logical characterization of adaptive educational hypermedia (2004) 0.00 
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    Source
    New review of hypermedia and multimedia. 10(2004) no.1, S.77-113
  2. Chen, S.Y.; Macredie, R.D.: Cognitive styles and hypermedia navigation : development of a learning model (2002) 0.00 
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    Source
    Journal of the American Society for Information Science and technology. 53(2002) no.1, S.3-15
  3. Johnson, A.M.; Ruppert, S.: ¬An evaluation of accessibility in online learning management systems (2002) 0.00 
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    Abstract
    Millions of computer users in the USA have a disability making it difficult to use the Web. The University of Wisconsin System recently required that all System Web pages meet Priority 1 accessibility guidelines as set by the World Wide Web Consortium's Web Accessibility Initiative (W3C/WAI). Class materials available in online learning management systems should also be accessible to students with disabilities. Four systems, Blackboard 4 and 5, Prometheus 3, and WebCT 3, were assessed against theW3C/WAI guidelines for a numerical statistic of accessibility. Practical accessibility was tested with Lynx, IBM Homepage Reader, and JAWS. Validation was performed with A-Prompt and the W3C/WAI checklist.
  4. Luor, T.; Johanson, R.E.; Lu, H.-P.; Wu, L.-l.: Trends and lacunae for future computer assisted learning (CAL) research : an assessment of the literature in SSCI journals from 1998-2006 (2008) 0.00 
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    Date
    1. 6.2008 13:01:04
  5. Secker, J.: Electronic resources in the virtual learning environment : a practical guide for librarians (2004) 0.00 
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    Isbn
    1-84334-060-7 (hb)
    1-84334-059-3 (pb)
  6. Yi, H.: Library instruction goes online : an inevitable trend (2005) 0.00 
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    Source
    Library review. 54(2005) no.1, S.47-58
  7. Griesbaum, J.; Rittberger, M.: ¬A collaborative lecture in information retrieval for students at universities in Germany and Switzerland (2005) 0.00 
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    Content
    K3 helps organizing a course with constructivist and instructional elements. It is used to run complex discussions and group work as presenting knowledge in a controlled environment. Besides basic functionalities like acting as a file server to exchange teaching materials and providing asynchronous communication, K3 offers: 1. A sophisticated system of intellectual, semi-automatic and automatic performance parameters as a means of permanent feedback and transparent gratification. 2. A MyK3 version to personalize the system for each user, be it a student or a lecturer. 3. Extended retrieval facilities. 4. A report generator to assemble a single student's or a group's contributions. 5. An elaborated administrator sub-system to enable the lecturers to organize their courses. 6. A visualization component, K3VIS to get a graphical, semistructured overview about a discourse. 7. A role system (moderator, presenter, researcher, and summarizer) to classify the responsibilities of students during a group work. 8. Typed discourse objects to organize and structure a discourse and allow ease of proximate actions, like retrieval and navigation.

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