https://revistes.ub.edu/index.php/IEM <table width="100%"><tbody><tr><td width="75%" valign="top">Publicació fruit del treball intel·lectual del Grup de Recerca Ensenyament i Aprenentatge Virtual (GREAV), del Departament de Teoria i Història de l'Educació de la Universitat de Barcelona. El seu principal objectiu és establir un espai per al diàleg i la reflexió entorn l'impacte de les TIC en l'educació. És d'accés obert i es publica en anglès. Inclou articles de caràcter teòric, pràctic i experimental, així com ressenyes de llibres, aplicacions informàtiques i tesis doctorals. <br /><br />L'any 2010 és continuada per <a href="/index.php/der"><em>Digital Education Review</em>.</a></td></tr></tbody></table> en-US der@greav.net (Universitat de Barcelona) der@greav.net (DER) Tue, 01 Jan 2008 00:00:00 +0000 OJS 3.2.1.4 http://blogs.law.harvard.edu/tech/rss 60 https://revistes.ub.edu/index.php/IEM/article/view/11902 In this study, the development process of the environment was examined according to the Analyze, Design, Develop, Implement, Evaluate, Instructional Design Model (ADDIE) and the effect on achievement of the environment and students’ opinions on the learning environment was observed. The study group was composed of 85 fourth grade primary school students, consisting of 50 females and 35 males. To be able to measure the effect on achievement, pre-test and post-test procedures were applied. In conclusion, it was discovered that the multimedia learning environment positively effects achievement. Selay Arkün, Buket Akkoyunlu Copyright (c) https://revistes.ub.edu/index.php/IEM/article/view/11902 Tue, 26 Oct 2010 00:00:00 +0000 https://revistes.ub.edu/index.php/IEM/article/view/11903 The aim of this study was to discover the differences on attitudes of Greek Physical Education students towards the subject of computers, in comparison with their involvement in physical activities (PA). The sample consisted of 165 freshmen students, 93 males and 72 females. They completed the “Computer Attitude Scale” questionnaire (Selwyn, 1997) of 21 items which consist four factors (affect, perceived usefulness, perceived control and behavioural) Additionally, each student received a diary where s/he should write down his/her daily physical activities (Samouel & Lee, 2001) for 26 days. The diary was related to the computer usage and the occupation with physical activity. The results indicated gender differences on two factors, “affect” and “perceived usefulness”. No gender differences were indicated on PA. The students spent more of their free time on computer usage than doing a PA. Overall, the study supported previous results on gender differences and indicated that students turn into computer usage rather than enjoying other activities. Evangelos Bebetsos, Panagiotis Antoniou Copyright (c) https://revistes.ub.edu/index.php/IEM/article/view/11903 Tue, 26 Oct 2010 00:00:00 +0000 https://revistes.ub.edu/index.php/IEM/article/view/11904 This study investigates the adoption of student response systems (SRS) across a large university campus. The study sought to understand how faculty members were using the SRS and what instructional strategies student and faculty found to be most valuable to their learning. The term “helpful” and the concept of “helpfulness” is used in place of “valuable” as it more clearly communicates to students and faculty the concept of how an SRS is of worth to them. Students were generally positive about the helpfulness of the instructional methods professors were using. Students found the ability to receive immediate feedback on their learning as the most helpful aspect of the SRS. They also felt their comprehension of course material, attendance to lecture, attentiveness/engagement during lecture, participation in lecture, and achievement in the course had increased from using the SRS. The cost of SRS transmitters had a negative effect on many students’ perceptions of the system’s overall utility. The least positive students felt that the cost of purchasing the clicker outweighed the benefits of using a student response system. These students rated the instructional methods as less helpful and rated their comprehension, attendance, engagement, participation, and achievement increasing less than those that felt the cost was worth the benefit. Coral M. Hanson, Charles R. Graham, Larry Seawright Copyright (c) https://revistes.ub.edu/index.php/IEM/article/view/11904 Tue, 26 Oct 2010 00:00:00 +0000 https://revistes.ub.edu/index.php/IEM/article/view/11905 The growth of e-Learning has been continual and sustained. This has been fuelled by developments in Information and Communication Technologies (ICT) the nuances of which are starting to reap considerable benefits in the educational and business environments. Specific benefits have included e-interoperability, scalability, adaptability and the mass-customisation of learning packages to the distributed learner community. Notwithstanding the technology related issues, from a pedagogic perspective, learning styles and instructional strategies are now being intensively studied in the "traditional’ classroom setting to leverage advantage. However, there has been little research undertaken on the application of learning styles within the educational arena, perhaps because of limited authoring applications or explicit choice vis-à-vis the creation of instructional strategies for specific learning styles. In this context, some of the evidence identifies that the more thoroughly instructors understand the differences in learning styles, the better chance they have of meeting the diverse learning needs of learners. Therefore, the paradigm of "one size fits all", by default, can only address the generic learner issues (and not the specific ‘personalised’ learner requirements). This paper introduces the concepts and issues surrounding the development (and barriers) of personalised learning environments, which incorporates learning styles. Sharifah Mazlina Syed Khuzzan, Jack Steven Goulding, Jason Underwood Copyright (c) https://revistes.ub.edu/index.php/IEM/article/view/11905 Tue, 26 Oct 2010 00:00:00 +0000