| Usability Testing: A Key Component in e-Learning Design
Rebecca Stanley & Penny Kurtz, Professional Development Program, United States pp. 418-423 |
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| Active Content: A New Concept for Improving Efficiency of E-Learning in the Workplace
Tinko Stoyanov, Technical University of Sofia, campus Plovdiv, Bulgaria pp. 424-429 |
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| A Hospital and University Collaboration: An E-Learning Solution
Bude Su, California State University, Monterey Bay, United States; Matthew Binder, Teresa Sundholm & Francisco Rivas, California State Universit Monterey Bay, United States pp. 430-435 |
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| A Usage analysis of mobile literacy e-Learning program “Mobami”- from the perspective of access to contents and rule making tendency -
Ema Tanaka, Waseda University, Institute for Digital Society, Japan; Nagayuki Saito, Aoyama Gakuin University Human Innovation Research Center, Japan; Eri Yatsuzuka, Mirai Factory, Japan pp. 436-441 |
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| Basic Hawaiian Mythology: Creating an immersive 3D virtual game-like environment to engage student learning
Adam Tanare & Peter Leong, University of Hawaii-Manoa, United States p. 442 |
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| A Synthesis of Current Mobile Learning Guidelines and Frameworks
Ed Teall, San Diego State University, United States; Minjuan Wang, San Diego State, United States; Victor Callaghan, University of Essex, United Kingdom pp. 443-451 |
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| Using Classical Item Analysis to Validate Learning Paths in an Online Course
Sylvia Tidwell Scheuring, Arroki, Inc, United States; David Niemi & Larry Rudman, Kaplan, Inc, United States pp. 452-457 |
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| Knowledge Sharing Using Virtual Communities of Practice
Dumisani Tsela, Raymond Kekwaletswe & Fezile Matsebula, Tshwane University of Technology, South Africa; Emmanuel Howe, Limkokwing University of Creative Technology, Swaziland pp. 458-466 |
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| Exposing Gaps in Students’ Mental Model of the Neuron : Comparing traditional neuroscience instruction of the Action Potential to Layered, Iterative Visual External Representations
Satyugjit Virk & John Black, Teachers College Columbia University, United States pp. 467-473 |
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| The Absence of Language and Culture in E-Learning Design Principles
Bradley Wiggins, University of Arkansas - Fort Smith, United States pp. 474-479 |
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| An Analysis of Task Structure, Media Type, Learner Engagement, and Learning Outcomes in a Tutorial Designed to Teach Learners to Critique a Work of Art.
Nancy Wood, The Art Institute of Pittsburgh, Online Division, United States pp. 480-485 |
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| Creating a Process-Based Test to Evaluate the Impact of Innovation Courses
Geoff Wright & Jacob Wheadon, Brigham Young University, College of Engineering, United States pp. 486-488 |
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|  Findings from Net Geners’ Multi-Modal and Multi-Task Learning
Robert Zheng, University of Utah, United States pp. 489-493 |
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| Factors Associated With The Performance In The National Achievement Test Among The Elementary Schools In The Western Towns Of Tarlac
Ronaldo Agustin, Department of Education, Elementary School, Philippines pp. 504-511 |
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| MBA On Line:Is Challenging Peer Work Motivating? Is It Mastered?
Caroline Akhras, Notre Dame University, Lebanon pp. 512-521 |
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| Use & Awareness of Electronic Resources in Teaching & Learning at the University of Bahrain
Mustafa Alabbasi, univrsity of Bahrain - e-learning center, Bahrain pp. 522-523 |
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| ICT Infrastructure of Blended Learning in Higher Education
Areej Aljahni, The University of Glamorgan, United Kingdom pp. 524-533 |
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| Teacher Evaluation theme unit Open University
Panagiotis Anagnostou, Secondary Education, Faculty of Mathematics and Informatics, University of Sofia, Greece; Grigorov Alexander, Univercity of Sofia Mathematics and Informatics, Bulgaria pp. 534-538 |
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| Are Educational Video Games All They’re Cracked Up To Be?: A Physiological Approach For Measuring Engagement in Educational Video Games vs. Conventional Learning Techniques
Marvin Andujar, Kean University, United States; Josh Ekandem, Ignacio Alvarez, Melva James & Juan Gilbert, Clemson University, United States pp. 539-544 |
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| Five Lessons Learned In Launching Online Master Degree Programs at a Traditional U.S. Law School
Timothy Arcaro, Nova Southeastern University, Shepard Broad Law Center, United States p. 545 |
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