Using Social Context and E-Learner Identity as a Framework for an E-Learning Notification System

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Amelung, C. (2007). Using Social Context and E-Learner Identity as a Framework for an E-Learning Notification System. International Journal on E-Learning, 6(4), 501-517. Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/21786.

Journal Information

International Journal on E-Learning
ISSN 1537-2456
Volume 6, Issue 4, October 2007
Association for the Advancement of Computing in Education (AACE)  Chesapeake, VA

More Information on IJEL

Author

Chris Amelung, University of Missouri-Columbia, USA, USA

Abstract

Educational practitioners and theorists have long recognized that education is a social activity where people make sense of information through interactions that support internalization and externalization. Unfortunately, applying a social theory of learning to the field of e-learning is challenging. Online course management systems (CMS) are typically designed to support the traditional instructor-centered model of instruction and serve primarily as a mechanism for delivering information for student consumption. This article presents a framework and implementation for a notification system that is based on the learner's social context and personal notification preferences. The new notification system, called the Context-Aware Activity Notification System (CANS), uses the concept of social context as a filter for activity notifications to deliver fewer, yet more relevant, notifications to e-learners and provides support for tacit forms of communication through the design of its system architecture and data collection features.

Keywords

• Virtual Environments
• Collaboration
• Community
• Distance Education
• Educational Technology
• eLearning
• Information Communication Technologies
• Internet
• Software
• System Configurations

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