[Air-L] Contents of Vol. 12, No. 1 of International Journal of Distance Education Technologies (IJDET, an EI journal)

Maiga Chang maiga at ms2.hinet.net
Thu Jul 31 22:35:28 PDT 2014

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[This email includes the table of contents of Vol. 12, No. 1 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. 12, No. 1 of IJDET (an EI journal)-----------

We are glad to announce the publication of Vol. 12, No. 1 of International Journal of
Distance Education Technologies (IJDET, an EI journal). In this issue, SIX papers are included:

What Kind of Employee Wants to Use Corporate E-Learning: An Empirical Case Study in the Financial Industry (pages 1-12)
Tainyi Luor, Hsi-Peng Lu, Judy Chuan-Chuan Lin, Hueiju Yu
Despite the plethora of previous studies on the various uses of e-learning, there is a dearth of research on employees' action to
use corporate e-learning (ACE1). The present study attempts to address this lack in literature by investigating whether individual
factors such as self-esteem and need for cognition, and job factors such as job hygiene factors (JHF) and job motivation factors
(JMF) applied from Herzberg's Motivation-Hygiene Theory affect learners' ACE. This study tests the difference between high action
and low action learners. Findings indicate that high action learners have higher individual factors and JMF than lower action
learners. The difference in JHF between high action learners and low action learners is not significant. From a practical
perspective, the authors' findings provide corporate e-learning providers with a heightened perspective into the possible actions of
its employees regarding their use of corporate e-learning programs and platforms, which could offer organizations with important
insights into human capital investment.

Implementing Advanced Characteristics of X3D Collaborative Virtual Environments for Supporting e-Learning: The Case of EVE Platform
(pages 13-37)
Christos Bouras, Vasileios Triglianos, Thrasyvoulos Tsiatsos
Three dimensional Collaborative Virtual Environments are a powerful form of collaborative telecommunication applications, enabling
the users to share a common three-dimensional space and interact with each other as well as with the environment surrounding them,
in order to collaboratively solve problems or aid learning processes. Such an environment is “EVE Training Area tool” which is
supported by “EVE platform”. This tool is a three-dimensional space where participants, represented by three-dimensional humanoid
avatars, can use a variety of e-collaboration tools. This paper presents advanced functionality that has been integrated on “EVE
Training Area tool” in order to support: (a) multiple collaborative learning techniques (b) Spatial audio conferencing, which is
targeted to support principle 3 (augmenting user's representation and awareness). Furthermore the paper presents technological and
implementation issues concerning the evolution of “EVE platform” in order to support this functionality.

Analysing the Suitability of Virtual Worlds for Direct Instruction and Individual Learning Activities (pages 38-51)
Telmo Zarraonandia, Rita Francese, Ignazio Passero, Paloma Diaz, Genoveffa Tortora
Despite several researchers reporting evidence that 3D Virtual Worlds can be used to effectively support educational processes in
recent years, the integration of this technology in real learning processes is not as commonplace as in other educational
technologies. Instructional designers have to balance the cost associated with the development of these virtual environments with
the expected outcomes reported by the use of the new technology, but for some types of learning processes those outcomes are not
always easily predicted. In this document the authors experience using 3D Virtual Worlds is summarized with the aim of getting a
deeper understanding of their potential pedagogical use when supporting two different types of learning activities commonly included
on a course: direct instruction, which exploits the social dimension of the technology, and individual learning activities in which
that feature is not used. Based on those experiences a set of guidelines for designing 3D virtual world learning environments is

Effects of Implementing STEM-I Project-Based Learning Activities for Female High School Students (pages 52-73)
Shi-Jer Lou, Huei-Yin Tsai, Kuo-Hung Tseng, Ru-Chu Shih
This study aims to explore the application of STEM-I (STEM-Imagination) project-based learning activities and its effects on the
effectiveness, processes, and characteristics of STEM integrative knowledge learning and imagination development for female high
school students. A total of 72 female high school students were divided into 18 teams. Students were provided with a place to
discuss, share, and integrate learning activities. A questionnaire and focus group interviews were conducted for data collection.
The results show that STEM-I project-based learning activities can promote the development of diverse abilities and effectively
expand STEM knowledge integration and learning for female high school students as well as enhance their imagination in the
project-based activities. Additionally, the STEM-I instructional model with the process of initiation, development, expression,
alternative, and links (IDEAL) is confirmed. Finally, some suggestions are proposed for future studies on STEM education and
imagination integrative instruction.

Factors Related to Students' Performance of Hybrid Learning in an English Language Course (pages 74-90)
Saovapa Wichadee
Redesigning a course along the lines of a hybrid format that blends face-to-face and online learning brings about changes in
instructional practice. This paper introduces hybrid teaching that uses multiple web-based tools to supplement the students'
face-to-face learning environment in a difficult situation in Thailand. In order to examine factors related to student learning
achievement in the hybrid teaching course, data regarding learning achievement score, amount of participation, comfort with
technology, and course satisfaction were collected from 182 students enrolled in an English course and analyzed by using correlation
coefficients and multiple regression analysis. The findings indicated that students had a moderate level of satisfaction with the
hybrid course and comfort with technology use, and previous experience of hybrid courses did not have an effect on their
satisfaction. Student learning achievement was positively correlated with how much participation students had, but was negatively
correlated with students' comfort with technology. There were no correlations between student learning achievement and how satisfied
they felt with the hybrid course. In addition, an analysis of benefits and drawbacks of this hybrid course allowed teachers insights
into what changes were needed when adjusting the hybrid course for language teaching.

Differences between Visual Style and Verbal Style Learners in Learning English(pages 91-104)
Chiu-Jung Chen
English proverb is an interested part when learner applied it in real life situation. The participants of this study were chosen
from a big university in the middle area of Taiwan. The researchers selected some learners from Department of Foreign Language (DFL)
and Department of Non-Foreign Language (DNFL). 40 students were from DFL, and 40 students were from DNFL. According to learner's
short-term memory (STM) abilities, the researchers separated participants into four quadrants (Q1-Q4). According to visual style and
verbal style of learning style, learning content representation (LCR) types are clarified into Type A, B, C. The research question
is that participants with different STM abilities, how different LCR types affect the learning performance of English proverbs? The
authors' results described that LCR with pictorial annotation (Type A) help participants with lower verbal ability and higher visual
ability (Q2) to have better performance than other three quadrants, because type A participants feel easier to learn content
presented in a visual form than in a verbal form. Providing LCR with both written and pictorial annotation (Type C) helps learners
best with higher verbal ability and higher visual ability (Q1) in the recognition test. Providing redundancy learning content lead a
higher cognitive load and result to irritation and lack of concentration, in accordance with the Cognitive Load theory. It implied
that providing simple learning materials (only written annotation, Type B) is useful to participants with lower verbal ability and
lower visual ability (Q3). The research results show that instructors should provide suitable learning materials to their learners
in accordance with their STM abilities.

------- 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. 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
07, 31 '14 PM 11:32 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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