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The document discusses the book 'Advances in E-Learning Experiences and Methodologies' edited by Francisco José García Peñalvo, which explores various aspects of e-learning including technical, pedagogical, and emotional dimensions. It aims to provide researchers and practitioners with innovative insights into e-learning as a tool for lifelong learning. The book includes contributions from various authors and covers methodologies, case studies, and theoretical frameworks relevant to e-learning practices.

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Advances in E-Learning:
Experiences and Methodologies

Francisco J. García Peñalvo

University of Salamanca, Spain

InformatIon scIence reference

Hershey • New York
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Library of Congress Cataloging-in-Publication Data

Advances in e-learning : experiences and methodologies / Francisco José García-Peñalvo, editor.

p. cm.

Summary: “This book explores the technical, pedagogical, methodological, tutorial, legal, and emotional aspects of e-learning, considering
and analyzing its different application contexts, and providing researchers and practitioners with an innovative view of e-learning as a
lifelong learning tool for scholars in both academic and professional spheres”--Provided by publisher.

Includes bibliographical references and index.

ISBN 978-1-59904-756-0 (hardcover) -- ISBN 978-1-59904-758-4 (ebook)

1. Internet in education. 2. Continuing education--Computer-assisted instruction. I. García-Peñalvo, Francisco José.

LB1044.87.A374 2008

371.33’44678--dc22

2007032055

British Cataloguing in Publication Data

A Cataloguing in Publication record for this book is available from the British Library.

All work contributed to this book set is original material. The views expressed in this book are those of the authors, but not necessarily of
the publisher.

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pdf for information on activating the library's complimentary electronic access to this publication.
Table of Contents

Preface . ............................................................................................................................................... xiv

Acknowledgment . ............................................................................................................................. xxii

Chapter I
RAPAD: A Reflective and Participatory Methodology for E-Learning and
Lifelong Learning .................................................................................................................................. 1
Ray Webster, Murdoch University, Australia

Chapter II
A Heideggerian View on E-Learning . .................................................................................................. 30
Sergio Vasquez Bronfman, ESCP-EAP (European School of Management), France

Chapter III
Philosophical and Epistemological Basis for Building a Quality Online Training
Methodology ......................................................................................................................................... 46
Antonio Miguel Seoane Pardo, Universidad de Salamanca, Spain
Francisco José García Peñalvo, Universidad de Salamanca, Spain

Chapter IV
E-Mentoring: An Extended Practice, An Emerging Discipline ........................................................... 61
Angélica Rísquez, University of Limerick, Ireland

Chapter V
Training Teachers for E-Learning, Beyond ICT Skills Towards Lifelong Learning
Requirements: A Case Study ................................................................................................................ 83
Olga Díez, CEAD Santa Cruz de Tenerife, Spain

Chapter VI
The Role of Institutional Factors in the Formation of E-Learning Practices . ..................................... 96
Ruth Halperin, London School of Economics, UK
Chapter VII
E-Learning Value and Student Experiences: A Case Study ................................................................ 112
Krassie Petrova, Auckland University of Technology, New Zealand
Rowena Sinclair, Auckland University of Technology, New Zealand

Chapter VIII
Integrating Technology and Research in Mathematics Education:
The Case of E-Learning ...................................................................................................................... 132
Giovannina Albano, Università di Salerno, Italy
Pier Luigi Ferrari, Università del Piemonte Orientale, Italy

Chapter IX
AI Techniques for Monitoring Student Learning Process .................................................................. 149
David Camacho, Universidad Autonoma de Madrid, Spain
Álvaro Ortigosa, Universidad Autonoma de Madrid, Spain
Estrella Pulido, Universidad Autonoma de Madrid, Spain
María D. R-Moreno, Universidad de Alcalá, Spain

Chapter X
Knowledge Discovery from E-Learning Activities............................................................................. 173
Addisson Salazar, Universidad Politécnica de Valencia, Spain
Luis Vergara, Universidad Politécnica de Valencia, Spain

Chapter XI
Swarm-Based Techniques in E-Learning: Methodologies and Experiences....................................... 199
Sergio Gutiérrez, University Carlos III of Madrid, Spain
Abelardo Pardo, University Carlos III of Madrid, Spain

Chapter XII
E-Learning 2.0: The Learning Community......................................................................................... 213
Luisa M. Regueras, University of Valladolid, Spain
Elena Verdú, University of Valladolid, Spain
María A. Pérez, University of Valladolid, Spain
Juan Pablo de Castro, University of Valladolid, Spain
María J. Verdú, University of Valladolid, Spain

Chapter XIII
Telematic Environments and Competition-Based Methodologies:
An Approach to Active Learning......................................................................................................... 232
Elena Verdú, University of Valladolid, Spain
Luisa M. Regueras, University of Valladolid, Spain
María J. Verdú, University of Valladolid, Spain
Juan Pablo de Castro, University of Valladolid, Spain
María A. Pérez, University of Valladolid, Spain
Chapter XIV
Open Source LMS Customization: A Moodle Statistical Control Application.................................... 250
Miguel Ángel Conde, Universidad de Salamanca, Spain
Carlos Muñoz Martín, CLAY Formación Internacional, Spain
Alberto Velasco Florines, CLAY Formación Internacional, Spain

Chapter XV
Evaluation and Effective Learning: Strategic Use of E-Portfolio as an Alternative
Assessment at University . .................................................................................................................. 264
Nuria Hernández, Universidad de Oviedo, Spain

Chapter XVI
Formative Online Assessment in E-Learning...................................................................................... 279
Izaskun Ibabe, University of the Basque Country, Spain
Joana Jauregizar, Quality Evaluation and Certification Agency of the Basque University System,
Spain

Chapter XVII
Designing an Online Assessment in E-Learning................................................................................. 301
María José Rodríguez-Conde, Universidad de Salamanca, Spain

Chapter XVIII
Quality Assessment of E-Facilitators................................................................................................... 318
Evelyn Gullett, U21Global Graduate School for Global Leaders, Singapore

Chapter XIX
E-QUAL: A Proposal to Measure the Quality of E-Learning Courses . ............................................. 329
Célio Gonçalo Marques, Instituto Politécnico de Tomar, Portugal
João Noivo, Universidade do Minho, Portugal

Compilation of References ............................................................................................................... 350

About the Contributors .................................................................................................................... 386

Index.................................................................................................................................................... 394
Detailed Table of Contents

Preface . ............................................................................................................................................... xiv

Acknowledgment . ............................................................................................................................. xxii

This chapter introduces RAPAD, a reflective and participatory methodology for e-learning and lifelong
learning. It argues that by engaging in a reflective and participatory design process for a personalized e-
learning environment, individual students can attain a conceptual change in understanding the learning and
e-learning process, especially their own. Students use a framework provided by the concept of a personal
cognitive or learning profile and the design and development of a personalized e-learning environment
(PELE) to engage with key aspects of their learning. This results in Flexible Student Alignment, a process
by which students are better able to match their learning and e-learning characteristics and requirements
to the practices, resources, and structures of universities in the emerging knowledge society. The use
of Web-based technologies and personal reflection ensure that RAPAD is well-placed to be an adaptive
methodology which continues to enhance the process of lifelong learning.

This chapter introduces some ideas of the German philosopher Martin Heidegger and how they can be
applied to e-learning design. It argues that heideggerian thinking (in particular the interpretation done
by Hubert Dreyfus) can inspire innovations in e-learning design and implementation by putting practice
at the center of knowledge creation, which in the case of professional and corporate education are real
work situations. It also points out the limits of distance learning imposed by the nature of human beings.
Furthermore, the author hope that Heidegger ideas will not only inform researchers of a better design
for e-learning projects, but also illuminate practitioners on how to design e-learning courses aimed at
bridging the gap between “knowing” and “doing.”
Chapter III
Philosophical and Epistemological Basis for Building a Quality Online Training
Methodology ......................................................................................................................................... 46
Antonio Miguel Seoane Pardo, Universidad de Salamanca, Spain
Francisco José García Peñalvo, Universidad de Salamanca, Spain

This chapter outlines the problem of laying the groundwork for building a suitable online training
methodology. In the first place, it points out that most e-learning initiatives are developed without a
defined method or an appropriate strategy. It then critically analyzes the role of the constructivist model
in relation to this problem, affirming that this explanatory framework is not a method and describing
the problems to which this confusion gives rise. Finally, it proposes a theoretical and epistemological
framework of reference for building this methodology based on Greek paideía. The authors propose that
the search for a reference model such as the one developed in ancient Greece will allow us to develop
a method based on the importance of a teaching profile “different” from traditional academic roles and
which we call “tutor.” It has many similarities to the figures in charge of monitoring learning both in
Homeric epic and Classical Greece.

Chapter IV
E-Mentoring: An Extended Practice, An Emerging Discipline ........................................................... 61
Angélica Rísquez, University of Limerick, Ireland

This chapter integrates existing literature and developments on electronic mentoring to build a constructive
view of this modality of mentoring as a qualitatively different concept from its traditional face-to-face
version. The concept of e-mentoring is introduced by looking first into the evasive notion of mentoring.
Next, some salient e-mentoring experiences are identified. The chapter goes on to note the differences
between electronic and face-to-face mentoring, and how the relationship between mentor and mentee
is modified by technology in unique and definitive ways. Readers are also presented with a collection
of best practices on design, implementation, and evaluation of e-mentoring programs. Finally, some
practice and research trends are proposed. In conclusion, the author draws an elemental distinction
between both modalities of mentoring, which defines e-mentoring as more than the defective alternative
to face-to-face contact.

This chapter describes an experience in teacher training for e-learning in the field of adult education. It
takes into account the models offered by flexible life long learning as the proper way to develop training
for teachers in service, considering the advantages of blended learning for the target audience. The chapter
discusses the balance between mere ICT skills and pedagogical competences. In this context the learning
design should always allow that the teachers in training integrate in their work ICT solutions that fit to
the didactic objectives, renew teaching and learning methodology, facilitate communication, give place
to creativity, and allow pupils to learn at their own pace. By doing so, they will be closer to the profile
of a tutor online, as a practitioner that successfully takes advantages of the virtual environments for
collaborative work and learning communication

Chapter VI
The Role of Institutional Factors in the Formation of E-Learning Practices . ..................................... 96
Ruth Halperin, London School of Economics, UK6

This chapter explores institutional and socio-organisational factors that influence the adoption and use
of learning management systems (LMS) in the context of higher education. It relies on a longitudinal
case study to demonstrate the ways in which a set of institutional and organisational factors were drawn
into the formation and shaping of e-learning practices. Factors found to figure predominantly include
institutional conventions and standards, pre-existing activities and routines, existing resources available to
the institution, and, finally, the institution’s organisational culture. The analysis further shows that socio-
organisational factors may influence e-learning implementation in various ways, as they both facilitate
and hinder the adoption of technology and its consequent use. It is argued that institutional parameters
have particular relevance in the context of hybrid modes of e-learning implementation, as they illuminate
the tensions involved in integrating technological innovation into an established system.

Chapter VII
E-Learning Value and Student Experiences: A Case Study ................................................................ 112
Krassie Petrova, Auckland University of Technology, New Zealand
Rowena Sinclair, Auckland University of Technology, New Zealand

This chapter focuses on understanding how the value of student learning and the student learning
experience could be improved given pertinent environmental and academic constraints of an e-learning
case. Believing that a better understanding of student behaviour might help course design, the chapter
revisits the outcomes of two studies of e-learning and analyses them further using a framework which
conceptualises the value of e-learning from a stakeholder perspective. The main objective of the chapter
is to identify some of the important issues and trends related to the perceived e-learning value. The
analysis of the emerging and future trends indicates that in the future blending of e-learning and face-to-
face learning is likely to occur not only along the pedagogical, but also along the technological and the
organizational dimensions of e-learning. Therefore, new blended learning and teaching models should
emphasise further the alignment of learning with work/life balance.

This chapter is concerned with the integration of research in mathematics education and e-learning. We
provide an overview of research on learning processes related to the use of technology and a sketch
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of constructive and cooperative methods and their feasibility in an e-learning platform. Moreover, we
introduce a framework for dealing with language and representations to interpret students’ behaviours
and show examples of teaching activities. Finally some opportunities for future research are outlined.
We hope to contribute to overcome the current separation between technology and educational research,
as their joint use can provide matchless opportunities for dealing with most of the learning problems
related to mathematical concepts as well as to linguistic, metacognitive, and noncognitive factors.

The evolution of new information technologies has originated new possibilities to develop pedagogical
methodologies that provide the necessary knowledge and skills in the higher education environment.
These technologies are built around the use of Internet and other new technologies, such as virtual
education, distance learning, and long-life learning. This chapter focuses on several traditional artificial
intelligence (AI) techniques, such as automated planning and scheduling, and how they can be applied
to pedagogical and educational environments. The chapter describes both the main issues related to
AI techniques and e-learning technologies, and how long-life learning processes and problems can be
represented and managed by using an AI-based approach.

This chapter presents a study applied to the analysis of the utilization of learning Web-based resources
in a virtual campus. A huge amount of historical Web log data from e-learning activities, such as e-mail
exchange, content consulting, forum participation, and chats is processed using a knowledge discovery
approach. Data mining techniques as clustering, decision rules, independent component analysis, and
neural networks, are used to search for structures or patterns in the data. The results show the detection of
learning styles of the students based on a known educational framework, and useful knowledge of global
and specific content on academic performance success and failure. From the discovered knowledge, a
set of preliminary academic management strategies to improve the e-learning system is outlined.

This chapter provides an overview of the use of swarm-intelligence techniques in the field of e-learning.
Swarm intelligence is an artificial intelligence technique inspired by the behavior of social insects. Taking
into account that the Internet connects a high number of users with a negligible delay, some of those
techniques can be combined with sociology concepts and applied to e-learning. The chapter analyzes
several of such applications and exposes their strong and weak points. The authors hope that understanding
the concepts used in the applications described in the chapter will not only inform researchers about
an emerging trend, but also provide with interesting ideas that can be applied and combined with any
e-learning system.

Nowadays, most of electronic applications, including e-learning, are based on the Internet and the Web.
As the Web advances, applications should progress in accordance with it. People in the Internet world
have started to talk about Web 2.0. This chapter discusses how the concepts of Web 2.0 can be transferred
to e-learning. First, the new trends of the Web (Web 2.0) are introduced and the Web 2.0 technologies
are reviewed. Then, it is analysed how Web 2.0 can be transferred and applied to the learning process,
in terms of methodologies and tools, and taking into account different scenarios and roles. Next, some
good practices and recommendations for E-Learning 2.0 are described. Finally, we present our opinion,
conclusions, and proposals about the future trends driving the market.

This chapter provides an overview of technology-based competitive active learning. It discusses

competitive and collaborative learning and analyzes how adequate the different strategies are for different
individual learning styles. First of all, some classifications of learning styles are reviewed. Then, the
chapter discusses competitive and collaborative strategies as active learning methodologies and analyzes
their effects on students’ outcomes and feelings, according to their learning styles. Next, it shows how
networking technology can mitigate the possible negative aspects. All the discussion is supported by
significant study cases from the literature. Finally, an innovative system for active competitive and
collaborative learning is presented as an example of a telematic versatile learning system.
Chapter XIV
Open Source LMS Customization: A Moodle Statistical Control Application.................................... 250
Miguel Ángel Conde, Universidad de Salamanca, Spain
Carlos Muñoz Martín, CLAY Formación Internacional, Spain
Alberto Velasco Florines, CLAY Formación Internacional, Spain

This paper reflects the possibility of doing adaptations on a learning management system (LMS) depending
on the necessities of a company or institution. In this case, ACEM allows the definition of course-level
and platform-level reports and the automatic generation of certificates and diplomas for Moodle LMS.
These adaptations are intended to complement all the different learning platforms by contributing
added-value features like the generation of customizable diplomas and certificates and reports, which
allow the obtaining information about both grades and participation in every activity of a course. All
this necessities are not provided by default.

This chapter analyses evaluation as a strategic instrument to promote active and significant learning
and how, in that strategy, the use of alternative assessment and technology-aided learning-and-teaching
processes could be of great help. There is an important margin to allow the teachers to design the
assessment in a strategic manner and modify the nature of the students’ learning activities. So, the central
question is analysing whether the use of an electronic portfolio as an assessment tool in the subject
“International Economic Relations,” has been used strategically. In other words, is the type of desired
learning really being achieved? Is significant and deep learning being stimulated? If not, what kind of
learning is being stimulated? How should the assessment be modified to achieve the desired results?
To help answer all these questions, we have analysed whether the activities and products which make
up the “International Economic Relations” portfolio fulfil the conditions that characterise a strategic
evaluation.

This chapter provides an introduction to formative assessment, especially applied within an online or
e-learning environment. The characteristics of four strategies of online formative assessment currently
most widely used—online adaptive assessment, online self-assessment, online collaborative assessment,
and portfolio—are described. References are made throughout recent research about the effectiveness
of online formative assessment for optimizing students’ learning. A case study in which a computer-
assisted assessment tool was used to design and apply self-assessment exercises is presented. The
chapter emphasizes the idea that all type of assessment needs to be conceptualized as “assessment for
learning.” Practical advices are detailed for the planning, development, implementation, and review of
quality formative online assessment.

In this chapter we carry out analysis of the term “assessment,” applied over all the elements which
constitute the environment of formation (evaluation), and also particularizing in the assessment of the
learning process, developed in the frame of what we call e-learning. The perspective guiding text is of
a methodological and pedagogical nature. We try to plan the assessment process in online formation
environments dealing in depth with the different elements which constitute it: objectives and functions
of assessment, assessment criteria and indicators, people involved and assessment agents, software
instruments and tools for the collection of data, and analysis of the information and reports. We raise a
discussion about institutional strategies for the incorporation of this e-assessment methodology in higher
educational institutions and come to the final conclusions about the validity and appropriateness of the
e-learning assessment processes.

Organizations, in particular HR/Training departments, strive to set forth good practices, quality assurance,
and improvement on a continuing basis. With the continuous growth of online university programs, it is
crucial for e-learning establishments to include service quality assessments along with mechanisms to
help e-facilitators consistently maintain the highest quality standard when lecturing, teaching, guiding,
administering, and supporting the online learner. This chapter discusses the application of an e-quality
assessment matrix (e-QAM) as part of a quality assessment model that promotes continuous improvement
of the e-learning environment. This model will serve as a tool for online universities and organizations to
achieve a base standard of consistent quality that is essential for program accreditation and satisfaction
of global customers.

This chapter presents a method to measure the quality of e-learning courses. An introduction is first
presented on the problematics of quality in e-learning emphasizing the importance of considering the
learners’ needs in all the development and implementation stages. Next several projects are mentioned,
which are related to quality in e-learning, and some of the most important existing models are described.
Finally, a new proposal is presented, the e-Qual model, which is structured into four areas: learning
contents, learning contexts, processes, and results. With this chapter, the authors aim, not only to draw
the attention to this complicated issue but above all to contribute to a higher credibility of e-learning
proposing a new model that stands out for its simplicity and flexibility for analyzing different pedagogical
models.

Compilation of References ............................................................................................................... 350

About the Contributors .................................................................................................................... 386

Index.................................................................................................................................................... 394
xiv

Preface

IntroductIon

Web-based training, actually known as e-learning, has experienced a remarkable evolution and growth
in the last few years. This is certainly due to enormous advances in information and communication
technologies (ICT), and also to the increasing demands to make training compatible with the profes-
sional and personal lives of any citizen, and not just something created for young students looking for a
degree. Training must be available as a lifelong experience, both for academic studies and for nonformal
or informal situations. E-learning is supposed to be an excellent solution for the old problem of mass
education, beyond that of an impractical apprenticeship method, since there are far too many knowledge
seekers and not enough knowledge providers.
The initial increase and even euphoria associated with e-learning, due to the new possibilities it
seemed to offer, gave place to a generalized feeling of disillusionment, because results did not show
e-learning to be a tool for quality training, and ROI were not really satisfactory. This was contrary to
what we one could have thought initially (García-Peñalvo & López-Eire, 2007). There exists no single
reason that can explain the failure of so many e-learning initiatives. Perhaps lack of maturity could
be the most realistic and global cause. This situation was mainly caused, among other variables, by a
pre-eminence of technological factors above other methodological or didactical elements. E-learning
started as something mainly technological, not as an activity whose aim was human learning. In fact,
most books on the subject show this unbalance clearly because human aspects are considered as if they
were unnecessary or, in many cases, because the human factor in e-learning is considered different from
any other learning modality. Consequently, the inefficiency of e-learning seemed to be due to techno-
logical elements, because the responsibility of success or failure in e-learning processes depended on
the technological tools available. This was, of course, not true. Rosenberg (2006) points out very well
this situation presenting the evolution of e-learning field in three phases. The first concerns itself with
contents, that is, with the quantity of courses, and with the investment in technology needed to deliver
them. This effort is focused on technology itself, taking as criteria for success how much you do, how
quickly you do it, and how many courses you offer. A second stage is about quality and impact factors,
and in this way success is related to innovative instructional applications, learning by doing models,
and higher cost-benefit ratios. Finally, the third phase tackles business performance to design more
comprehensive solutions that include training, improved knowledge sharing, and offer more intelligent
ways of collaboration and interaction, all in the context of work. Business measures like productivity,
customer and employee satisfaction, organizational agility, and marketplace performance are the metrics
that matter here.
The real situation is that many organizations that are bogged down in the first stage. They have intro-
duced different kinds of technology artifacts in a variety of innovative ways, and have met widely vary-
ing levels of success. Unfortunately, there are too many examples that show a very disturbing situation:
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