[Air-L] Contents of Vol. 11, No. 3 of International Journal of Distance Education Technologies (IJDET, an EI journal)

Maiga Chang maiga at ms2.hinet.net
Wed Sep 25 10:25:01 PDT 2013

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[This email includes the table of contents of Vol. 11, No. 3 of
 International Journal of Distance Education Technologies
 (IJDET, an EI journal) and the general call for papers of IJDET]

------- Annoucement of the publication of Vol. 11, No. 3 of IJDET (an EI journal)-----------

We are glad to announce the publication of Vol. 11, No. 3 of International Journal of Distance Education Technologies (IJDET, an EI
journal). In this issue, EIGHT papers are included:

Adaptive E-Learning Environments: Research Dimensions and Technological Approaches (pages 1-11)
Pierpaolo Di Bitonto, Teresa Roselli, Veronica Rossano, and Maria Sinatra
One of the most closely investigated topics in e-learning research has always been the effectiveness of adaptive learning
environments. The technological evolutions that have dramatically changed the educational world in the last six decades have allowed
ever more advanced and smarter solutions to be proposed. The focus of this paper is to depict the three main dimensions that have
driven research in the e-learning field and the evolution of the technological approaches adopted for the purposes of building
advanced educational environments for distance learning. Then, the three different approaches adopted by the authors are discussed;
these consist of a multi-agent system, an adaptive SCORM compliant package and an e-learning recommender system.

A Strategy to Join Adaptive and Reputation-Based Social-Collaborative E-Learning, Through the Zone of Proximal Development (pages
Maria De Marsico, Andrea Sterbini, and Marco Temperini
The educational concept of “Zone of Proximal Development”, introduced by Vygotskij, stems from the identification of a strong need
for adaptation of the learning activities, both traditional classroom and modern e-learning ones, to the present state of learner’s
knowledge and abilities. Furthermore, Vygotskij’s educational model includes a strong bent towards social and collaborative
learning. The joint answer to these two trends can be concretely implemented through a tight integration between personalized
learning paths and collaborative learning activities. Along this line, the authors designed the combination of the functions of two
pre-existing prototypes of web-based systems, to investigate how the above integration can merge adaptive and social e-learning.
LECOMPS is a web-based e-learning environment for the automated construction of adaptive learning paths. SOCIALX is a web-based
system for shared e-learning activities, which implements a reputation system to provide feedback to its participants. The authors
propose a two-way tunneling strategy to integrate the above prototypes. The result is twofold: on the one hand the use of the
student model supported by LECOMPS in an adaptive e-learning course is extended to support choosing exercise activities delivered
through SOCIALX; on the other hand the reputation and the skills gained during social-collaborative activities are used to update
the student model. Under the social perspective induced by the integration, the authors present a mapping between the student model
and the definition of Vygotskij’s Autonomous Problem Solving and Proximal Development regions, with the aim to provide the learner
with better guidance, especially in the selection of available social learning activities.

ICT-Enabled Learning Settings: Course, Person or Community? (pages 32-46)
Luigi Colazzo, Andrea Molinari, and Nicola Vill
The paper presents a discussion on the different approaches that the authors have found in learning settings respect to ICT
platforms that support the educational activities. The authors discuss three different approaches in pursuing learning activities in
real educational contexts. The considered approaches are different in the sense of the metaphor used. The approaches related to LMSs
follow the metaphor of “course”, while in the approaches related with web 2.0 technologies (like Facebook™, Twitter™, Flickr™
etc), the founding metaphor is the individual with its social networks. Finally, the third approach has its building blocks in the
idea of (virtual) community and virtual communities systems, where the core paradigm of the platform is the (virtual) community that
offers specialized services for the purpose of the community to the enrolled members, and where the subject is just a participant
that adheres to the rules of the community, with duties, rights, tasks to do and objectives to achieve. The authors will discuss all
these three approaches, the different levels of applicability in learning settings, and specifically the potential of the virtual
communities-based system that they adopted in the experimentations conducted in the last ten years.

How to Involve Students in an Online Course: A Redesigned Online Pedagogy of Collaborative Learning and Self-Regulated Learning
(pages 47-57)
Chia-Wen Tsai
In an online course, students learn independently in the virtual environment without teacher’s on-the-spot support. However, many
students are addicted to the Internet which is filled with a plethora of shopping websites, online games, and social networks (e.g.
Facebook). To help keep students focused on and involved in online or blended courses requires teachers’ exquisite design of their
online teaching methods and learning activities. Thus, the author in this study redesigned his online pedagogy, collaborative
learning (CL) with initiation and self-regulated learning (SRL) with feedback, based on the teaching results from previous semesters
and his own self-reflection. This study involved an experiment that included 227 sophomores from four class sections. The results of
this study indicate that students from CIS group (who received online CL with initiation and SRL) had the highest involvement. The
implications for educators that plan to deliver online learning were also provided in this study.

A Study of Composition/Correction System with Corpus Retrieval Function (pages 58-78)
Song Liu, Peng Liu, and Yoshiyori Urano
Practice and research in the composition education that is using computer and network have been more and more active. Through online
composition system, a large amount of written texts produced by students and teachers can be collected. This kind of information is
called a learner corpus, which is important in second language education because the specific learning situations of learners can be
analyzed. However, there is still little effective application on how to utilize the collected learner corpus in pedagogy. In this
research, a web based composition/correction system has been constructed. It can not only support online composition submission and
correction, but also supply a retrieval function for learner corpus. This function has been combined with another CALL (Computer
Assisted Language Learning) drill system to create more effective exercises according to learners’ misuses. This research has
proposed a unique mechanism to integrate both construction and application of learner corpus.

Design and Implementation of C-iLearning: A Cloud-based Intelligent Learning System (pages 79-97)
Jun Xiao, Minjuan Wang, Lamei Wang, Xiaoxiao Zhu
The gradual development of intelligent learning (iLearning) systems has prompted the changes of teaching and learning. This paper
presents the architecture of an intelligent learning (iLearning) system built upon the recursive iLearning model and the key
technologies associated with this model. Based on this model and the technical structure of a cloud-based intelligent system, the
authors developed an exemplary iLearning system-”Mobile Class”, accessible from the Shanghai Lifelong Learning Network, an online
platform for the continuing education of Shanghai residents. This cloud-based intelligent learning (C-iLearning) system can adopt
the cloud management model and synchronize users' learning process in the clouds, so as to support users' continuous learning with
different devices. Formal testing with target users revealed the effectiveness of this system in supporting anytime anywhere

Natural Interaction Based Online Military Boxing Learning System (pages 98-108)
Chenglei Yang, Lu Wang, Bing Sun, Xu Yin, Xiaoting Wang, Li Liu, and Lin Lu
Military boxing, a kind of Chinese martial arts, is widespread and health beneficial. In this paper, the authors introduce a
military boxing learning system realized by 3D motion capture, Web3D and 3D interactive technologies. The interactions with the
system are natural and intuitive. Users can observe and learn the details of each action of the military boxing under different
views and scales by translating, rotating and zooming the 3D human body models. Smartphones also can be used as the input/output
device in the system, which provides natural interactive operations by voice and sensor technologies. The evaluation test has shown
that the learning effect of the system is better than via traditional video. The system can be extended to Tai-Chi, gymnastic
exercises and other routines.

An Instructional and Collaborative Learning System with Content Recommendation (pages 109-121)
Xiang-wei Zheng, Hong-wei Ma, and Yan Li
With the rapid development of Internet, e-learning has become a new teaching and learning mode. However, lots of e-learning systems
deployed on Internet are just electronic learning materials with very limited interactivity and diagnostic capability. This paper
presents an integrated e-learning environment named iCLSR. Firstly, iCLSR provides an online environment for instruction and
collaborative learning, which gets rid of the constraints of time and space. Second, online teaching and learning evaluation data
from instructors and learners can be collected by iCLSR and can be analyzed with an improved PSK-means clustering algorithm. Third,
the learning object lists can be recommended for learners based on online evaluation results and their learning history. The
application of iCLSR demonstrates that it can recommend appropriate learning materials for learners, inspire communication between
learners and instructors, save time for users and therefore improve the instructional effects and learning performance.

------- General Call for Papers for IJDET (an EI journal)-----------
The electronic version of this cfp can be seen at

International Journal of Distance Education Technologies (IJDET)

The International Journal of Distance Education Technologies (IJDET) is
a forum for researchers and practitioners to disseminate practical solutions
to the automation of open and distance learning. Targeted to academic
researchers and engineers who work with distance learning programs and
software systems, as well as general users of distance education technologies
and methods, IJDET discusses computational methods, algorithms,
implemented prototype systems, and applications of open and distance learning.
All manuscripts submitted to the journal are peer-reviewed according to
the procedure consisting of initial review, peer review, and recommendation

Editor in Chief:
Dr. Fuhua Lin (fuhua.o.lin at gmail.com)

Executive Editor:
Dr. Maiga Chang (maiga.chang at gmail.com)

Compendex (Elsevier EI), DBLP, EBSCOhost, ERIC, Google Scholar,
INSPEC, PsycINFOR, SCOPUS, and many others

Suggested topics:
IJDET is an EI journal and the scope of the journal includes, but is not limited to:
- Assessment
- Distance Learning for Culture and Arts
- Intelligent and Adaptive Learning
- Intelligent Agents and Multi-Agent Systems
- Mobile Learning
- Nurse Medical Healthcare
- Pedagogical Issues
- Social Learning
- Serious Games for Distance Education
- Science, Technology, Engineering, and Math (STEM) Education
- Technology Enhanced Learning
- Ubiquitous Learning
- Virtual Worlds for Distance Education

Manuscript guidelines:
All submissions have to follow IJDET manuscript guidelines at
should be submitted online at http://www.ijdet.com/ after registering an account.

Special Issue proposals:
We also encourage potential research in any fields related to the journal
to form a high quality guest editorial team to submit special issue proposal
online, for any emerging, important, and hot topics. Please submit your
special issue proposal online as a manuscript and choose
"[Special Issue Proposal]" as its Section

The special issue proposal sample can be downloaded at

For queries, please contact Dr. Maiga Chang (maiga.chang at gmail.com)


Maiga Chang
maiga.chang at gmail.com
09, 25 '13 AM 11:22 in Edmonton

Editor-in-Chief, Journal of Technology for Education and Learning
Executive Editor, International Journal of Distance Education Technologies (EI)
Associate Editor, International Journal of Online Pedagogy and Course Design

Learning Culture and Language through ICTs: Methods for Enhanced Instruction

Chair of GCCCE 2014 sub-conference on Joyful Learning and Society

Co-Chair of ICCE 2013 sub-conference on Digital Game and Digital Toy
Enhanced Learning and Society (GTEL&S)

Guest Editor, Research and Practice in Technology Enhanced Learning
Special Issue on Practical Applications of Mobile and Internet Educational Games

Guest Editor, International Review of Research in Open and Distance Learning (SSCI)
Special Issue on Technology Enhanced Information Retrieval and Processing for Online Learning (Vol. 13, No. 5)

Guest Associate Editor, IEEE Technology and Engineering Education
Special Issue on Cloud Computing Technology and Applications (Vol. 7, No. 2)

School of Computing and Information Systems (http://scis.athabascau.ca/)
Athabasca University

1200, 10011-109 Street
Edmonton, T5J-3S8
AB, Canada

Phone: +1-866-916-8646
Website: http://maiga.dnsalias.org and http://maiga.athabascau.ca
CV: http://scis.athabascau.ca/scis/staff/faculty.jsp?id=maigac

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