Al-Badowi, A. and E. Celebi (2009). E-Learning Designing and the Implementation in the Light of the Australian Flexible Learning Framework: the Syrian Virtual University Roadmap to Success. 2009 Fourth International Conference on Internet and Web Applications and Services. H. Sasaki, G. O. Bellot, M. Ehmann and O. Dini. New York, Ieee: 413-417.

This paper reviews the feedback and expected outcomes for the surveyed students of the Syrian Virtual University (SVU) in designing and implementation of e-Learning based on Australian Flexible Learning Framework (AFLF). This research used Soft Systems Methodology (SSM) to analyze and understand the complex and 'messy' situation of the current case study. The study emphasizes the effective use of c-business services available in the e-learning. An outline for the steps for designing and implementation of e-learning is included. Goals are defined as broad objectives of a survey that are measured after students responded, whereas outcomes are defined as recommendations. How far is the Syrian Virtual University from Australian Flexible Learning Framework? How can the Syrian Virtual University design e-learning contents based on Australian Flexible Learning Framework? How can the Syrian Virtual University assess its performance based on Australian Flexible Learning Framework? These important questions and some others will be the main titles for this research as an attempt to formulate the e-learning concept and e-learning web services context. The study finished that e-learning constantly creates new market needs to be resolved by qualified the e-business services to progress towards a new concept of knowledge helps both students and SVU to achieve their goals. The application of SSM allowed more introspection than was expected. The basic approach was not "problem solving" but finding a way to improve the situation.

Al-Balooshi, F. M. (2002). The role of discussion rooms in developing e-learning community: The experience of University of Bahrain. International Conference on Computers in Education, Vols I and Ii, Proceedings. X. Kinshuk, R. Lewis, K. Akahoriet al. Los Alamitos, Ieee Computer Soc: 1241-1244.

This study will discuss the role of discussion rooms in developing and maintaining communities of e-learning as well as promoting students' learning skills. It was based on an on-line course at University of Bahrain. The course was delivered using discussion rooms as a major communication tool. A survey assessing students' attitudes toward discussion rooms was conducted. The results showed a positive attitude toward discussion rooms and their role in enhancing students study skills. The study proposes strategies for implementing successful discussion rooms.

Al-Fadhli, S. and A. Khalfan (2009). "Developing critical thinking in e-learning environment: Kuwait University as a case study." Assessment & Evaluation in Higher Education 34(5): 529-536.

This article investigated the impact of using e-learning models' with the principles of constructivism to enhance the critical thinking skills of students in higher education institutions. The study examines the effectiveness of e-learning model in enhancing critical thinking of students at university level. This effectiveness is measured by a critical thinking test. The target population for this study is undergraduate information systems' students enrolled in Spring 2005 and Fall 2006 semesters at Kuwait University.

Almekhlafi, A. G. (2009). An Evaluation Study of an e-Learning Course at the United Arab Emirates University: A Case Study. International Conference on Future Computer and Communications, Proceedings. Los Alamitos, Ieee Computer Soc: 437-442.

e-Learning (e-L) is the latest wave of development of distance education, which has become an extremely important part of instructional technology (Almekhlafi, 20006). Recent e- research has indicated the utility of this instructional method for both students and teachers. However, teachers' perceptions of e-L utility have not been extensively researched, particularly in the United Arab Emirates. The purpose of this study is to explore preservice teachers' perception of the utility of et, at the College of Education, United Arab Emirates University. Study participants were 278 preservice teachers studying the capstone course during 2005-2006 and 2006-2007 academic years. A questionnaire was administered to preservice teachers taking the course electronically (e-L). Study results showed high self-perception of the utility of e-L. In addition, a positive relationship between the overall course grade and the frequency of using Blackboard communication tools was found. On the other hand, results did not show any significant differences between participants' overall course grade due to method of instruction (online versus face-to-face). Implications for United Arab Emirates context were discussed.

Andria, G., A. Baccigalupi, et al. (2007). "Remote didatic laboratory "G. Savastano," The Italian experience for e-learning at the technical university in the field of electrical and electronic measurement: Architecture and optimization of the the communication performance based on thin client technology." Ieee Transactions on Instrumentation and Measurement 56(4): 1124-1134.

The Remote Didactic Laboratory Laboratorio Didattico Remoto-LA.DI.RE. "G. Savastano" is an e-learning measurement laboratory supported by the Italian Ministry of Education and University. It provides the students of electric and electronic measurement courses with access to remote measurement laboratories, delivering different didactic activities related to measurement experiments. The core of the software. architecture is the integration of the Learning Management System (LMS) with the remotely accessible measurement laboratories through web services and thin client paradigm, providing a new approach to remote experiments on measurement instrumentation. The overview of this paper is on the different solutions concerning the thin client technology, and the solution implemented is described. This solution takes into account the delivered services to students and teachers and permits optimization of the communication performances. The results of the comparison among the performances of different implementations of the thin client paradigm highlight the advantages of the adopted solution. As a consequence, the description of the thin client protocol implemented, together with the presentation of the LMS and delivered services given in a previous paper, makes an exhaustive analysis of the software architecture of the LA.DI.RE. "G. Savastano."

Arman, A., T. El-Arif, et al. (2009). Effect of e-learning Approach on Students' Achievement in Biomedical Instrumentation Course at Palestine Polytechnic University. Innovation and Knowledge Management in Twin Track Economies: Challenges & Solutions, Vols 1-3. K. S. Soliman. Norristown, Int Business Information Management Assoc-Ibima: 1553-1557.

E-learning is widely used in universities and other organizations all over the world, either to support classroom learning or on its own. The Palestine Polytechnic University (PPU) is no exception. Usually, a special kind of web-based content management system is used for running e-learning courses. These systems hold all the course content and information of the students and also provide the interactive tools to support learning process. While using such systems makes the e- learning experience much easier, it also induces some problems like the heterogeneous previous knowledge of the students. The attitude of students towards e-learning or learning content management systems is also an important factor in e-learning. There have not been any major surveys in the PPU in that regard. With newly developing multimedia technologies, incorporating simultaneous presentations of narration, images, and text, the possibilities for instruction are vast. Yet, how and when should educators use these technologies in the most effective ways to enhance learning? This is the driving question behind this research: What is the effectiveness and usefulness of using multimedia in e-learning approach in teaching the Biomedical Instrumentation course for students of Biomedical Engineering Program in the Palestine Polytechnic University? In this study, an experimental group of (14) students was examined after studying a course using e-learning approach. The instructional design approach was used. I have used the El-Gazzar Instructional Design Model (2002) since it was proved to be simple and efficient. The course was implemented using MOODLE-LMS. The students' achievement was examined before and after the experiment. The research results proved that there is a significant increase in gain in achievement. The e-learning has achieved efficiency greater than (80%) in achievement. Also, the e-learning has achieved efficiency greater than (1.2) measured with respect to Black's Gain Ratio in achievement. Also, the e-learning has achieved efficiency greater than (0.6) measured with respect to McGugian's Gain Ratio in achievement. The e-learning has achieved larger effect size (more than 0. 14) on achievement.

Ask, B. and H. Haugen (2007). Collaborative e-learning as a driving force towards standardisation and higher university standards. Proceedings of the Sixth IASTED International Conference on Web-Based Education. V. Uskov. Anaheim, Acta Press Anaheim: 555-560.

The Bologna process and its subsequent communiques are central in the European drives for internationalisation, collaboration and exchanges between higher educational institutions. Mutual understanding of level, credits and grades are crucial, and some key standards are now emerging through joint projects. A framework of standards has been introduced. Not all academics, however, do yet fully understand or adhere to the systems that their Ministers have subscribed to. The standards are nevertheless important steps towards the European Higher Education Area, EHEA. Acceptance of a Quality Assurance System is central issue. Several attempts are made to create a basis for joint degrees and study programmes, and for the exchange of courses, but level of quality is hard to agree on. Principles and models from European projects have now been adopted and modified to suit the needs of the Global Virtual University, a branch of the United Nations University. This may imply that European standards can be accepted world wide.

Biggam, J. (2005). Preparing academic staff for e-learning in the University environment: a case study of elite staff and academic staff stakeholder perspectives. Methods and Technologies for Learning. G. Chiazzese, M. Allegra, A. Chifari and S. Ottaviano. Southampton, Wit Press: 17-21.

It is widely recognised that the growth of e-Learning in universities is slow and disappointing, with the perception that academic staff are not engaging in the new pedagogy in any meaningful way. It is also accepted that within the e-Learning research community there is a need for a research-based approach to understanding university experiences in e-Learning, and to move away from depending on commentary that is primarily anecdotal in nature. This paper, through a case study of one university in Scotland, examines the views and practices of two groups of stakeholders (senior management and academic staff), related to a number of themes (Drivers, Barriers, Preparation, and Motivation), with the aim of eliciting emerging issues related to involving academic staff in e-Learning. The results of this study show that although both groups recognise the crucial role of staff willingness to participate in implementing university e-Learning strategy, and the need for pedagogical training, there is a significant gulf between the two stakeholders on how this should be achieved. This paper compares and contrasts the stakeholder perspectives and makes recommendations on a way forward.

Boumarafi, B. "Strategies for the delivery of e-information services to support the e-learning environment at the University of Sharjah." Electronic Library 28(2): 276-285.

Purpose - This paper aims to reflect on the development of a new learning environment within the library at the University of Sharjah (UOS), United Arab Emirates. It seeks to discuss e-learning, and how it can be supported by the library web-based services. Design/methodology/approach - The paper outlines the current developments in the UOS learning environment and the need for the library to strategically prepare contributions to such developments in pursuit of effective collaboration and partnership with faculty in the process. Findings - The paper argues that the capabilities of learning management systems (LMS) such as Blackboard have a great potential for libraries in becoming an active partner in the learning process. Strategies adopted by the UOS library place it in a strong position to play an effective role in e-learning environment through the Blackboard platform. Research limitations/implications - The paper concentrates on the case of the UOS library strategies to integrate its services in the evolving e-learning environment. Although it is difficult to generalize from this case, it can, nevertheless, serve for drawing general conclusions about how those strategies can be applicable to other institutions. Practical implications - Strategies for the delivery of e-information services are paving the way for the library's integration in the UOS e-learning environment. These strategies can serve as a checklist for other libraries to successfully integrate their services into, and in support of, the e-learning environment. Originality/values - There is very little documented literature on the topic of the role of the library in the e-learning environment in Universities in the UAE. This paper helps fill that gap. It provides useful insights into the development of the e-learning environment at UOS and how library strategies can be implemented for a collaborative integration in LMS platforms.

Bucciarelli-Ducci, C., F. Fedele, et al. (2003). E-learning and university teaching: a virtual, interactive, distance learning course. System-Based Vision for Strategic and Creative Design, Vols 1-3. F. Bontempi. Leiden, A a Balkema Publishers: 2155-2158.

The Department of Cardiovascular and Respiratory Sciences, University of Rome "La Sapienza" has carried out an experimental project to compare e-learning with traditional teaching methods. University guaranteed the quality of the contents, Teleskill and Cisco System have provided the technology and network facilities. Thirty doctors participated to the virtual class, and thirty more doctors attended a traditional teaching course, based on the same topic. All the participants were asked to fill out an evaluation questionnaire both before and after the course (traditional or virtual). Moreover, they were asked to express their opinion on the new teaching method. The results have been very interesting, demonstrating a high level of satisfaction and interest toward new teaching technologies (82% of the participants), and an increase in knowledge comparable in the two groups (+22% in both). In the era of information technology, multimedia e-learning represents an available educational resource that demonstrated to be effective and interesting. We believe in a blended solution of virtual and traditional education.

Bulajeva, T., L. Duobliene, et al. (2006). Management of e-learning in educational organizations: How to change the university. Information Technologies at School. V. Dagiene and R. Mittermeir. Vilnius, Inst Mathematics & Informatics: 137-148.

E-learning as an object of research is gaining popularity and is being analyzed by different authors. It is often presented from very contradictory perspectives. The aim of this paper is to analyze e-learning in the broader social context and at the level of educational organizations, define the theoretical basis of e-learning and describe difficulties and problems of the implementation of e-learning in universities. Constructivism as the main theoretical basis of E-learning is being discussed. There are some data of the empirical research carried out in 2005 at Vilnius University presented. It illustrates and describes the e-learning situation in the university. Different educational organization management preconditions, necessary for successful implementation and development of e-learning at university settings, are discussed.

Cai, L., Y. F. Yang, et al. (2004). A new idea of e-learning: Establishing University network league. New Horizon in Web-based Learning. R. Cheung, R. Lau and Q. Li. Singapore, World Scientific Publ Co Pte Ltd: 92-100.

This paper proposes a new idea of e-leaming that is different from the distant education: Establishing video library in University Network League. In this project, enormous database needs to be established to storage classified prelection video of excellent instructors. Universities will be invited to join the Network League, and the unbalanced distribution of education resources will be greatly alleviated, which benefit both the students and faculty. Through analyzing its feasibility, possible problems and framework, this paper provides a practical project that can be developed widely in developing countries.

Cai, L., Y. F. Yang, et al. (2004). A new idea of e-learning: Establishing video library in university network league. Proceedings of the Ieee International Conference on E-Commerce Technology for Dynamic E-Business. K. J. Lin and T. Li. Los Alamitos, Ieee Computer Soc: 126-129.

This paper proposes a new idea of e-learning that is different from the distant education: Establishing video library in University Network League. In this project, enormous database needs to be established to storage classified prelection video of excellent instructors. Universities will be invited to join the Network League, and the unbalanced distribution of education resources will be greatly alleviated, which benefit both the students and faculty. Through analyzing its feasibility, possible problems and framework, this paper provides a practical project that can be developed widely in developing countries.

Cantoni, V., M. Porta, et al. (2003). The e-learning myth and the new university. Image: E-Learning, Understanding, Information Retrieval, Medical. S. Vitulano. Singapore, World Scientific Publ Co Pte Ltd. 15: 60-68.

The role of Information and Communication Technologies (ICTs) in educational development is underlined and is established as a priority, in order "to reinforce academic development, to widen access, to attain universal scope and to extend knowledge, as well as to facilitate education throughout life". In fact, the development ICTs has had a significant impact on traditional higher education systems and the former dual system has been modified and the gap is closing, as the university of the 21st century takes shape.

Casalino, N. and A. D'Atri (2005). E-learning vs IS education and research: the LUISS University experience. Methods and Technologies for Learning. G. Chiazzese, M. Allegra, A. Chifari and S. Ottaviano. Southampton, Wit Press: 97-101.

LUISS (Libera Universita Internazionale degli Studi Sociali "Guido Carli" in Rome) is one of Italy's most prestigious private universities, strongly co-operating with the main Italian industries and public administrations. The LUISS formative process aims at turning theoretical know-how into operative and professional skills keeping a link between university studies and the actual economical environment. The formative process provides both basic and specialized education, via various curricula, according to different professional areas. CeRSI (Centro di Ricerca sui Sistemi Informativi) is the LUISS unit in charge of the research, the education, and the advice activities on computer science and information systems. This paper is devoted to discussing the experience held in CeRSI on the following three problems related to e-learning: Is it useful to teach e-learning topics in business studies, and in particular in IS curricula? Does e-learning improve IS educational processes? Is e-learning a relevant IS research topic?

Chang, S. K. (2000). The sentient map and its application to the macro university e-learning environment. Advances in Visual Information Systems, Proceedings. R. Laurini. Berlin, Springer-Verlag Berlin. 1929: 1-13.

The sentient map is a new paradigm for visual information retrieval. It enables the user to view data as maps, so that gestures, more specifically c-gestures, can be used for the interaction between the user and the multimedia information system. Different c-gestures are then dynamically transformed into spatial/temporal queries, or sigma-queries, for multimedia information sources and databases. An e-leaming environment called the Macro University serves as a test bed to evaluate this approach.

Cook, J., D. Holley, et al. (2007). "A stakeholder approach to implementing e-learning in a university." British Journal of Educational Technology 38(5): 784-794.

This paper describes the most recent phase in a mature e-learning project, in the area of reusable learning objects, that has attempted to bring about technological and cultural change. Following an overview of the project and organisational context, an institutional change model is described that helps managers and stakeholders to identify critical interactions among processes and that emphasises the need to recognise interdependencies among technology, practice and strategy. Our model places a premium on informal change, feasibility and sequence. The rest of the paper is organised around three key themes that emerged from practitioner accounts of a recent phase of the project; these are institutional change and resistance, a model for good practice and working with students to change their experience. The research method for the work described in this paper was interpretive, and involved the first author's attempts to understand members of the project team's definitions and accounts of the situation. Thus the rich accounts were further augmented by an interpretive phase that drew on the explanatory power of our change model. We conclude by (1) proposing that the inclusion of different stakeholders, and particularly the student voice, has provided the catalyst for change within the three partners of the CETL, and (2) suggesting that the crucial factors in change implementation are the coordination and dynamic extension of informal change processes which already exist.

Cook, R. G., K. Ley, et al. (2009). "Motivators and Inhibitors for University Faculty in Distance and e-learning." British Journal of Educational Technology 40(1): 149-163.

This article reports on four United States studies of how rewards systems, extrinsic and intrinsic, could play an important role in providing incentives for university faculty to teach (or remain teaching) electronic and distance education courses. The first three studies conducted prior to 2003 reported faculty were inherently motivated to teach e-learning and distance education. The fourth study in 2003 reported key findings that differed from the earlier studies. Using a principal components analysis, the researchers found nine indicators of motivation to participate or not participate in electronic or distance education. The implications from the fourth study indicated that, while faculty members were inherently committed to helping students, faculty members wanted their basic physiological needs met by university administration through extrinsic motivators, such as salary increases and course releases.

Cuadrado, M., M. E. R. Molina, et al. (2009). "Participation and performance of university students in an interdisciplinary and bilingual e-learning project." Revista De Educacion(348): 279-280.

Education has recently begun to take advantage of the benefits of the globalization and the application of new technologies, thus facilitating the collaboration between universities of different contexts. Language teaching is not an exception in this process. As a result of this, the present study aims at analyzing the results of an innovative interdisciplinary and bilingual e-learning project between two European universities: the London School of Economics (United Kingdom) and the University of Valencia (Spain). A project was formulated, with the purpose of fostering the knowledge of a foreign language and the cooperation and exchange of information between the students of these two universities through the use of a virtual platform (webCT). The students' remit consisted of strengthening their applied knowledge of a foreign language, as well as of economy and business administration, both in Spanish and English. From the diverse data on students' participation and final qualifications, we calculated rank correlation coefficients in order to analyze students' participation and performance. Study results show a positive and significant relation between students' involvement in the project and their final qualifications within both institutions. Thus, the project contributes in a positive way in the teaching-learning process of languages as well as other disciplines.

Cushnie, M. E. and L. Howe-Steiger (2007). "Taking the leap into e-learning - A case study of the technology transfer program training project at the University of California at Berkeley." Transportation Research Record(2036): 51-57.

In 2005, the University of California at Berkeley Institute of Transportation Studies Technology Transfer Program, with funding from the California Department of Transportation, began development of an online training program for local agencies in California. Training was developed from existing classroom courses for delivery with the web-based WebEx platform. Phase 1 (the topic of this paper) focused on delivery of synchronous (live) sessions over the Internet. Phase 2 will translate these sessions into asynchronous training available 24/7 over the web. Training topics included federal aid compliance, the Americans with Disabilities Act, traffic signal timing, and transportation planning. Lessons learned during Phase 1 include how to select software platforms, how to select appropriate course content for online delivery, how to identify and select instructors who will be able to teach online successfully, and how to work with online learners.

Dadzie, P. S. (2009). "E-Learning and E-Library Services at the University of Ghana: prospects and challenges." Information Development 25(3): 207-217.

This paper investigates the prospects and challenges of using an e-learning platform, Knowledge Environment for Web-based Learning, (KEWL) by the teaching staff of the Faculty of Social Studies, University of Ghana. It also highlights the need for interoperability of e-library services within the e-learning platform. Data collected through survey questionnaires and in-depth interviews were used to examine faculty awareness and opinions, expectations and capabilities in using KEWL for teaching and learning. The analysis of the data suggests that infrastructure, technology and training should be considered by the university administrators to increase the rate of adoption of e-learning within the community. Implications for the development of strategies for e-learning and interoperability of e-library services within that platform are proposed for university administrators not only in Ghana but also for other African countries. This paper presents a modest contribution to the discourse on the integration of e-library services within the e-learning platform from a developing country's perspective. It offers important insights into how e-library services and e-learning in developing countries can be better managed to enhance its rapid adoption.

Dakroury, Y. H. (2008). Egyptian E-Learning University: Case Study. Human Capital Development for Progress. M. A. Salem and M. ElHadidi. New York, Ieee: 117-122.

This paper introduces a case study of the Egyptian E-Learning University (EELU) as the first higher education institution in Egypt that adopts E-learning model for teaching and learning. The EELU case study presents the experience of applying the characteristics and framework of E-universities. The objective of the author is to hell) the reader understand what has been set out to do and how and to convey lessons learned. The paper begins with an introduction section to familiarize the reader with the university. The following sections are about E-Learning Definitions and concepts, Characteristics of an efficient E-Learning and E-University Framework applied to EELU. The paper ends with a conclusion and lessons learned.

de Gregorio-Godeo, E. (2006). E-learning tools for E. F. L. tuition at university - A focus on writing, reading, listening and speaking skills. WEBIST 2006: Proceedings of the Second International Conference on Web Information Systems and Technologies - SOCIETY, E-BUSINESS AND E-GOVERNMENT / E-LEARNING. Setubal, Insticc-Inst Syst Technologies Information Control & Communication: 375-378.

This paper reports an ongoing experience integrating the use of e-learning in English-as-a-Foreign-Language (EFL) university tuition. Focusing on such skills for the language-learning process as speaking, listening, reading and writing, we discuss the teaching-and-learning strategies activated throughout the undergraduates' use of the virtual laboratory set up to allow EFL learners access the online lexical and grammatical resources designed to implement the programme.

Dimauro, G., A. Ferrante, et al. (2007). An overview on e-learning in the Italian Universities and the efforts of Bari University. Mathematical Methods and Computational Techniques in Research and Education. P. Dondon, V. Mladenov, S. Impedovo and C. Cepisca. Athens, World Scientific and Engineering Acad and Soc: 379-384.

In the era of globalization of goods and services, there are still difficulties in knowledge diffusion. The enormous potential of internetworking systems and devices for fast information sharing is not sufficient to determine the effective exchange of knowledge, as required to avoid the digital divide. E-learning is rightly considered an opportunity of great relevance for reducing the digital divide and ensuring faster and higher development trends. As matter of fact, several universities and companies are currently involved in using e-learning according to their own need and objectives. This notwithstanding several problems related to e-learning activities still remain. This paper presents an overview about the use of e-learning in the Italian Universities. The distribution of the most diffuse Learning Management Systems (LMSs) is here presented, by considering both open-source and commercial LMS platforms and a simple model is proposed and used for their comparative evaluation. At the end, the activity experienced at the Centre "Rete Puglia" of the University of Bari is described and the most relevant results are shown.

dos Reis, F. L. and A. E. Martins (2008). Benefits of e-learning in university teaching. Proceedings of the Iiird Iberian Conference on Information Systems and Technologies, Vol I. M. P. Cota. Madrid, Librotex: 27-37.

Dumitrache, I., A. M. Stanescu, et al. (2003). DECIDe - a e-learning Pilot in the POLITEHNICA University of Bucharest. Concurrent Engineering: Advanced Design, Production and Management Systems. J. Cha, R. JardimGoncalves and A. SteigerGarcao. Leiden, A a Balkema Publishers: 923-930.

The rapid development of e-Global Economy requires a new approach to learning & training processes. Corporate and governmental organizations are significantly shifting their work strategies from hierarchic departmental structures towards team-based flat organization. These human centered holons may cut across responsibilities. More and more successful stories about new approaches to work processes which integrate systems, people and organizations, ICT, are cited as significant case studies for the digital economy which is emerging nowadays. In order to keep pace with this evolution of the e-based society it is necessary to develop a new concept bringing together concurrent engineering methodology and team work education. The paper prsents the succesfule story of a newly created department, DECIDe, which is acting as a Intranet/Internet collaborative ICT platform providing a interface between the POLITEHNICA University of Bucharest and both Romanian and EU economy.

Falcinelli, E., C. Gori, et al. (2007). E-studium: an Italian experience of blended e-learning for university education support. Dexa 2007: 18th International Conference on Database and Expert Systems Applications, Proceedings. A. M. Tjoa and R. R. Wagner. Los Alamitos, Ieee Computer Soc: 658-662.

In the radically changing framework of education and training, the E-studium project (http://e-studium.unipg.it) developed at the University of Perugia, proposes a dynamic and versatile education system, managing effectively the learning process and using new ICT technologies to respond individually to the needs of a wide audience of students disseminated in the country. The organization model is an integrated e-learning system, known as blended e-learning (realized through the course management system Moodle), aiming at a renewal of academic education with a focus on quality of teaching, on support of in-class teaching by on-line services and materials, allowing better use and participation by both full-time and part-time students. Beside students, also academic teachers work as experimental subjects for the technologies implemented In this work the "E-studium" project is presented showing the different phases of development, implementation and analysis of results including usage.

Feberova, J., T. Dostalova, et al. "Evaluation of 5-year Experience with E-learning Techniques at Charles University in Prague. Impact on Quality of Teaching and Students' Achievements." New Educational Review 21(2): 110-120.

Since 2004 implementation of e-learning has been systematically and continuously encouraged and supported at Charles University (CU). Open source system Moodle was chosen as an optimal Learning Management System for creation and management of e-learning courses. Evaluation of the five-year experience with e-learning shows that the continuous support of a suitable environment for the management of e-learning courses leads to the development of spontaneous implementation of this approach into the teaching process. A positive impact of e-learning on teaching outcomes was demonstrated by a course focused on medical informatics.

Fernando, M. S. D. and A. N. W. Dahanayake (2004). E-learning and quality university environment: A better mix of technology based learning and administration with traditional university setting. Innovations Through Information Technology, Vols 1 and 2. M. KhosrowPour. Hershey, Idea Group Publishing: 1426-1428.

Views on e-learning based education are divided. Many believe that e-learning is essential for higher education institutes to be competitive and face the challenges today. Some others believe that traditional universities create an environment for creative thinking and innovation. Another category thinks e-learning does the same better than traditional methodologies. We may expand this for several other schools of thoughts. While some statistics show that the institutes based on e-learning disseminate knowledge to a wider audience and get a substantial revenue, and also the enrollments are rising indicating the popularity and wider acceptance, some other findings indicate a higher failure and drop out rate of students leaving doubts about the interpretation of success. In some universities, efforts are made to achieve the quality through a radical change to e-learning while some others try to be in the traditional stream. This paper discusses the importance of a better mix of many technological and traditional concepts in achieving a quality university environment. This requires integration of administration and academic functions to an e-learning system amidst good elements of traditional setting.

Fisler, J. and F. Schneider (2009). Creating, Handling and Implementing E-learning Courses Using the Open Source Tools OLAT and eLML at the University of Zurich. Wcecs 2009: World Congress on Engineering and Computer Science, Vols I and Ii. S. I. Ao, C. Douglas, W. S. Grundfest and J. Burgstone. Hong Kong, Int Assoc Engineers-Iaeng: 610-617.

This paper presents two open source e-learning tools developed at the University of Zurich: OLAT (Online Learning And Training), a learning management system (LMS) used by universities worldwide to present and manage e-learning content and scenarios, to provide collaborative tools to student groups and to run assessments. And eLML (eLesson Markup Language), a self-contained tool used to create structured e-content which can be imported into OLAT. eLML was originally started in 2002 by the Swiss GIS-project "GITTA" and is now used by many universities in Switzerland, Germany and Austria. OLAT was originally started as a student project in 1999 and became the strategic LMS of the University of Zurich in 2003. One year later - after a complete redesign based on the programming language Java - OLAT was released under the Apache Open Source license and made available to a worldwide user community. Today OLAT is used not only by over 40'000 students at the University of Zurich, but OLAT servers are also running in nearly 40 countries and it has been translated to 30 languages. After an introduction, the authors present both eLML and OLAT, its features but also its limitations. The paper concludes with a discussion about open source software development and a short outlook.

Giovannella, C. and P. E. Selva (2004). Curricula planner user modeler based on concept map - Toward a concept map-centric E-learning environment: Home university. Ieee International Conference on Advanced Learning Technologies, Proceedings. X. Kinshuk, C. K. Looi, E. Sutinenet al. Los Alamitos, Ieee Computer Soc: 858-859.

We describe a curricula planner and an user modeler, both based on the use of "concept" maps. Their integration in the e-learning environment Home University (HU), is, hopefully, a contribution toward the development of map-centric environment.

Goeman, K., J. van Braak, et al. (2004). E-learning at the university: the students' perspectives. ED-MEDIA 2004: World Conference on Educational Multimedia, Hypermedia & Telecommunications, Vols. 1-7. L. Cantoni and C. McLoughlin. Norfolk, Assoc Advancement Computing Education: 3561-3567.

Students and lecturers are the key actors in the introduction of e-learning at universities. The current article focuses on students' expectations of consequences of e-learning, studied by means of a survey-questionnaire (n=474). After developing adapted measurement instruments, the influence of individual characteristics on the expectations about e-learning is assessed. Subjective factors-such as perceived computer attributes, study-related computer attitudes and innovativeness-turn out to be the most important determinants. Instrumental computer skills conversely only affect the expectations indirectly. The implementation of technological innovations in academic education should not only bear the technical competency levels in mind, but should also acknowledge the impact of subjective aspects, like the perceptions of information technology and innovations.

Hasibuan, Z. A. and H. B. Santoso (2005). The use of e-learning towards new learning paradigm: Case study student centered e-learning environment at Faculty of Computer Science - University of Indonesia. 5th IEEE International Conference on Advanced Learning Technologies, Proceedings. P. Goodyear, D. G. Sampson, D. J. T. Yanget al. Los Alamitos, Ieee Computer Soc: 1026-1030.

Faculty of Computer Science (Fasilkom), University of Indonesia (UI) develops Student Centered E-Learning Environment (SCELE) for Graduate Program in Information Technology as part of Distance Learning system, which is developed using Enterprise Resources Planning approach. SCELE is also well known as Learning Management System (LMS). Beside SCELE, Fasilkom UI also develops Contents that are conformant with SCELE, and also Digital Library and Online Academic Registration System to support learning process. This paper elaborates the study of SCELE, content development, and the result of system evaluation.*

Haughom, B., J. Guttulsrud, et al. (2008). "E-learning in ophthalmology at the University of Oslo." Acta Ophthalmologica 86: 2-2.

Heredero, C. D. (2009). The Evaluation of e-Learning Practices in the University Education System. Proceedings of the 8th European Conference on E-Learning. D. Remenyi. Nr Reading, Academic Conferences Ltd: 146-155.

The information and communication technologies are promoting deep changes in our society by originating new concepts, as e-learning, e-government, e-commerce, etc. All of them have each day more impact in our daily lives. The e-learning is one of the teaching styles highly implemented in the last ten years. Measuring the quality of the e-learning practices is much more complex than comparing some indexes. It implies discussing about models and all the activities that can promote the change to produce an effective way for achieving the desired objectives. Up to now, the dominant trend for the evaluation of the e-learning practices has been the application of different systems containing indexes of quality previously applied to private firms and other Institutions. A group of concepts and methods coming from traditional standardized systems (as for example, the ISO norms and the models for the total quality management evaluation, TQM) are assumed, however, the need to look for a personalized framework of reference in the e-learning practices, promotes lots of research on this issue. All the options pay attention to the following aspects: the need for modelling the quality of the virtual training activity and the explicit expression of the models; that it is to say, what are the main criteria applied, the principles and the objectives that make sense and govern the processes, methods and tools for the quality, etc. In this research we have tried to describe the state of the art of the evaluation of the quality in e-learning practices. Apart from considering the ones identified by Belanger and Jordan (2000), we are going to pay special attention to the economic evaluation and to the practices of evaluation centred around the benchmarking practices, specially the BENVIC model and the UNIQUE methodology applied in the European e-learning upper educational space.

Huovinen, T. and P. Heikinaro-Johansson (2004). "Physical Education for All (PEFA) Program: Developing preservice APE programs by using e-learning as part of university classroom teacher training in Finland." Research Quarterly for Exercise and Sport 75(1): A68-A68.

Hussein, R. and N. Mohamed (2006). Factors contributing to E-Learning success: A case study in Indonesian Open University (UT). Internet & Information Systems in the Digital Age: Challenges and Solutions. K. S. Soliman. Garden City Park, Int Business Information Management Assoc-Ibima: 852-863.

E-learning activity is becoming popular to online students or distance learning students who are unable to attend the face-to-face class. E-learning concept has been implemented by academic institutions such as open universities for decades in order to support their teaching- learning activity that is based on distance. This study attempted to identify factors contributing to e-learning success namely computer self-efficacy, convenience, instructor characteristics, instructional design, technological factors and institutional support. All these factors were examined to explore their relationship and contribution to E-learning success. The study used Perceived Usefulness (PU) as the measure of E-learning success. Hypotheses showing the relationships between the factors investigated were developed and tested. The study found strong support for the relationship between the factors investigated.

Jaksch, B., S. J. Kepp, et al. (2008). Integration of a Wiki for Collaborative Knowledge Development in an E-Learning Context for University Teaching. Hci and Usability for Education and Work, Proceedings. A. Holzinger. Berlin, Springer-Verlag Berlin. 5298: 77-96.

E-Learning, which is technology-enhanced learning proved to have potential for adding value to education. Recently, with the shift of the World Wide Web to a more interactive web through the introduction of social software, the term E-Learning 2.0 was coined, indicating that the potential influence of social software oil E-Learning has been recognized. This paper investigates the potential of integrating a wiki into an E-Learning module and the impact this integration can have on self-directed, collaborative and responsible learning in an E-Learning setting. Therefore, the focus is set on the integration of usability aspects and the surrounding didactic conditions that need to be considered when social software is to be embedded into learning scenarios. First evaluation results of the wiki-based glossary demonstrating this potential will conclude this paper.

Kairamo, A. K. (2004). The moving border of tacit and explicit knowledge in e-Learning: Use and production of information and knowledge in technical university education, case study. Gl5, Conference Proceedings. D. J. Farace and J. Frantzen. Amsterdam, Gl5 Program & Conference Bureau: 87-93.

In this paper, the electronic information and knowledge created within a context of a course is approached by analysing two case study courses. The Finnish context of the university education is first outlined briefly. Approaches to learning resources are reusability and course components. The two case studies are a series of courses of energy engineering and environmental protection, and a programming course. The courses were developed in different department cultural context and circumstances, which are described. When the focus of course material creation is on methods, the reusable material might be related to resources meant to help the student.

Kamrat, I. and F. Haselbacher (2002). E-learning initiative based on a WEB-data-based university information management system. International Conference on Computers in Education, Vols I and Ii, Proceedings. X. Kinshuk, R. Lewis, K. Akahoriet al. Los Alamitos, Ieee Computer Soc: 874-878.

The Technical University of Graz has started an learning initiative to support multimedia methods in Engineering Education. Our first target was to provide all of our courses' documents on the web. Moreover, the use of interactive tools as well as monitoring features and tests will be used. A major factor is internal transparency of our courses' contents, which will result in a better adaptation and demarcation of all courses. Furthermore an improved level of interactions between instructors and students, especially during courses, is aimed for. For this an other purposes our university decided to create an overall information management system which is used as the e-learning portal. So we have designed a data-model from scratch that incorporates all resources of our university. As user-interface we have implemented a WEB-database application, that includes all features of a state-of-the-art intranet-portal.

Lavansiri, D. and M. Lohatepanont (2007). Experience from e-learning projects at the faculty of engineering, Chulalongkorn University. Imsci '07: International Multi-Conference on Society, Cybernetics and Informatics, Vol 1, Proceedings. A. Tremante, F. Welsch and F. Malpica. Orlando, Int Inst Informatics & Systemics: 30-35.

E-learning has become more popular in recent years due to improved technologies and connectivity of the Internet. Recognizing the benefits of e-learning, Chulalongkorn University devised a strategy based on the balanced scorecard concept to install and integrate e-learning gradually and systematically into the university's education system. This paper describes our classification of e-learning readiness and discusses our experience in a number of e-learning projects ranging from electronic content storage to large-scale e-learning based degree-offering programs. We discuss, in particular, their potential pitfalls and critical success factors.

Letray, Z., M. Kovacs, et al. (2007). E-learning based distance education at Szechenyi Istvan University. Innovations in E-Learning, Instruction Technology, Assessment, and Engineering Education. M. Iskander. Dordrecht, Springer: 429-432.

The paper describes our experiences of e-learning based distance education of transport engineer, engineer manager and economist students.

Lim, S. J., A. M. Khan, et al. (2009). "The implementation of e-learning tools to enhance undergraduate bioinformatics teaching and learning: a case study in the National University of Singapore." Bmc Bioinformatics 10: 7.

Background: The rapid advancement of computer and information technology in recent years has resulted in the rise of e-learning technologies to enhance and complement traditional classroom teaching in many fields, including bioinformatics. This paper records the experience of implementing e-learning technology to support problem-based learning (PBL) in the teaching of two undergraduate bioinformatics classes in the National University of Singapore. Results: Survey results further established the efficiency and suitability of e-learning tools to supplement problem-based learning (PBL) in bioinformatics education. 63.16% of year three bioinformatics students showed a positive response regarding the usefulness of the Learning Activity Management System (LAMS) e-learning tool in guiding the learning and discussion process involved in problem-based learning and in enhancing the learning experience by breaking down PBL activities into a sequential workflow. On the other hand, 89.81% of year two bioinformatics students indicated that their revision process was positively impacted with the usage of LAMS for guiding the learning process, while 60.19% agreed that the breakdown of activities into a sequential step-by-step workflow by LAMS enhances the learning experience. Conclusion: We show that e-learning tools are useful for supplementing PBL in bioinformatics education. The results suggest that it is feasible to develop and adopt e-learning tools to supplement a variety of instructional strategies in the future.

Lin, P. J., T. Sugawara, et al. (2006). A new e-learning system based on cooperative methods - Next-generation extra university-education system. 2006 International Symposium on Communications and Information Technologies,Vols 1-3. New York, Ieee: 777-780.

A new e-Learning system is proposed in this paper. It is called NEXUS (Next-generation Extra University-education System). NEXUS is an on-line learning system that is focus on undergraduate course. This system includes virtual lectures, question confirm pages, application sharing, keywords and reference data sharing and cooperative discussion tool. The feature of NEXUS is based on cooperative discussion tool. Wherever students are studying, they can discuss together, have a net meeting at the same time via NEXUS. The procedure is not difficult that even students who are not familiar with computer knowledge can use this system simply. In addition, another function that video-streaming data is converted to text data by the technology of Speech Recognition is developing. That means students will be able to pick up any scene of video they want to review from researching by text data.

Logofatu, B. and M. Logofatu (2007). University of Bucharst e-learning experience. Proceedings of the 6th Wseas International Conference on E-Activities - E-Activities: Networking the World. M. G. SanchezTorrubia. Athens, World Scientific and Engineering Acad and Soc: 316-319.

Established since 1864, the University of Bucharest is one of the oldest universities in Romania. As it concerns the number of students finishing their studies, University of Bucharest ranks second among Romanian universities. This paper is aiming to present the achievements of the University of Bucharest in the area of promoting the e-learning technologies in higher education. The first step was to promote the public private partnership with companies providing ICT e-learning training programs. The next step was to develop e-learning technologies and resources in agreement with our own curricula and training programs.

Mahdizadeh, H., H. Biemans, et al. (2008). "Determining factors of the use of e-learning environments by university teachers." Computers & Education 51(1): 142-154.

E-learning environments increasingly serve as important infrastructural features of universities that enable teachers to provide students with different representations of knowledge and to enhance interaction between teachers and students and amongst students themselves. This study was designed to identify factors that can explain teachers' use of e-learning environments in higher education. A questionnaire was completed by 178 teachers from a wide variety of departments at Wageningen University in the Netherlands. We found that 43% of the total variance in teacher use of e-learning environments could be explained by their opinions about web-based activities and their opinions about computer-assisted learning (predictors) and the perceived added value of e-learning environments (mediating variable). In other words, teachers' use of e-learning environments can be explained to a high extent by their perceptions of the added value of these environments, which in turn are substantially influenced by their opinions about web-based activities and computer-assisted learning. (C) 2007 Elsevier Ltd. All rights reserved.

Manhal, S., B. Maier, et al. (2008). "How do university students evaluate and use e-learning?" International Journal of Psychology 43(3-4): 609-609.

Martinez-Arguelles, M., J. Castan, et al. (2009). How do Students Measure Service Quality in e-Learning? A Case Study Regarding an Internet-based University. Proceedings of the 8th European Conference on E-Learning. D. Remenyi. Nr Reading, Academic Conferences Ltd: 366-373.

This article discusses the importance of measuring how students perceive quality of service in online higher education. The article also reviews the existing literature on measuring users' perceptions about quality in e-services. Even when there are a lot of articles on this matter, none of them focuses on e-learning services, so this paper tries to fill that gap. The article proposes using the Critical Incident Technique to perform a qualitative analysis, which contributes to identify the main dimensions and categories that contribute to students' perception of service quality. A case study, regarding a completely online university, is presented and the proposed model is used to obtain some preliminary research results. Among these, key quality dimensions from a student point of view are identified. Some of these dimensions are: learning process, administrative processes, teaching materials and resources, etc. After discussing the research results, a list of recommendations for university managers is formulated. We believe that both the proposed methodology and the case-study recommendations can be of potential interest for managers of several universities offering online higher-education worldwide.

Masuda, T., H. Suda, et al. (2007). Development of Specialized e-Learning Materials with Simulators for Engineering Education and Practice in University. Supporting Learning Flow through Integrative Technologies. T. Hirashima, U. Hoppe and S. S. C. Young. Amsterdam, I O S Press. 162: 577-580.

The construction of the network infrastructure and environments of c-Learning have advanced. Securing a qualitative guarantee of a so-called education by using LMS (Learning Management System) in the higher education organization became possible. However, because the education which passes the experiment and the practice is indispensable, e-Learning has not been taken easily in the engineering education. Since engineering universities educate a lot of invisibility phenomenon for example electrical signals and sound field. We are developing multimedia materials by real-time simulation technique, so that students understand Visually them. Moreover, we affirm practice on the e-Learning portal and LMS of the university. In this paper, we describe developing E-learning for engineering university multimedia materials, moreover, practice in e-Learning system of Chiba Institute of Technology (CIT).

McKenna, C. (2008). "Challenging e-learning in the university: a literacies perspective." Teaching in Higher Education 13(5): 613-616.

Menkhoff, T., Y. K. Wong, et al. (2007). "Why is there no game?" Critical success factors in blending an e-learning module into a Knowledge Management course: A case study from the Singapore Management University (SMU). Imsci '07: International Multi-Conference on Society, Cybernetics and Informatics, Vol 1, Proceedings. A. Tremante, F. Welsch and F. Malpica. Orlando, Int Inst Informatics & Systemics: 114-119.

In 2005, the authors of this essay led the development and launch of SMU's (Singapore Management University) first e-learning package on 'Knowledge Management'. This package has been integrated into the overall teaching strategy, thereby fulfilling the University's mission to be "committed to an interactive, participative and technologically-enabled learning experience" Since its inception in 2000, SMU's educational and administrative practices are modelled after American institutions, in particular the Wharton School of the University of Pennsylvania. To support SMU's unique pedagogy, wireless technology for mobile computing is a central feature at SMU. Against this background, the paper presents a self-critical and reflective case study of the roll out of an innovative e-learning module blended into a 'Knowledge Management' (KM) course. In the paper, we share the rationale behind the design features of the module and the implementation platform; describe the effort to blend the module into the teaching of the KM course and provide a critical impact assessment of the module based on students' feedback and evaluation results.

Mironovova, E., G. Chmelikova, et al. Developing E-learning Skills Within English Language Training in the Slovak University of Technology. 2010 International Conference on E-Education, E-Business, E-Management and E-Learning: Ic4e 2010, Proceedings. Los Alamitos, Ieee Computer Soc: 203-206.

The contribution deals with some e-learning aspects of the language training provided by the Department of professional Language Training at the Faculty of Materials Science and Technology, Slovak University of Technology, Trnava, Slovakia. Within a four-semester English for Science and Technology course, soft skills essential for e-learning environment and techniques are being developed, such as flexibility, willingness to learn, self organization, self motivation, time management and learner autonomy. Along with the developed abovementioned skills, the students and graduates increase their chances on the global market to compete in professional environment.

Moscha, A., A. Linardis, et al. (2007). Embedding an e-Learning ESP course to university curriculum: Results and experience. 2nd International Conference on E-Learning, Proceedings. D. Remenyi. Nr Reading, Academic Conferences Ltd: 323-331.

The Foreign Language Centre of the National Technical University of Athens (NTUA) in cooperation with the University Computer Centre developed an e-Learning English for Specific Purposes (ESP) course at the NTUA. The main objectives of the project group were to innovate and improve the ongoing teaching methods and go beyond specific problems faced in the ESP teaching at the NTUA by taking advantage of technology. The e-Course acted as supplementary to the on going course providing learning resources through authentic materials for ESP to meet the students' prospective professional needs. It focused on reading comprehension, vocabulary acquisition and listening skills. The e-Course was designed by the instructors of English with the "IBM Workplace Collaboration Learning Authoring Tool" and the Learning Management System (LMS) used was the "IBM Lotus LMS". An important factor adding to the choice of this LMS was that the course designers (instructors of English) were able to implement their ideas minimizing the dependence on the technical staff during the developing process. In order to evaluate the programme, we have made use of students' feedback and statistical analysis of all data acquired through evaluation questionnaires. Moreover we have compared the results after the implementation of the e-Course in 2005, with those of the three previous years. The influence of the e-Course in terms of students' performance in the ESP course, the increased students' participation, the positive feedback concerning the software and the content of the e-Course were some of the findings of the evaluation process.

Mufeti, T. K. (2005). Preliminary findings from the implementation of e-Learning at the University of Namibia. IASTED International Conference on Education and Technology. T. C. Montgomerie and J. R. Parker. Calgary, Acta Press: 17-21.

Information and Communication Technology capacities are still very low in developing countries, particularly in Africa. In order to bridge the digital and information divide, African Universities are slowly integrating eLearning technologies in their program offerings. eLearning promises many advantages such as teaming anywhere anytime at the learners pace [1]. We found at the university of Namibia, however, that these advantages are not always guaranteed: many of our students do not have access to personal computers, and are thus restricted to come to the lab for access to a computer. We also found that it is difficult to attain real-time communication with our students due to reduced bandwidth in communication. Based on these findings, this paper describes how we implemented eLearning at the university of Namibia. It also describes how we organized our courses to compensate for the drawbacks inherent in eLearning in developing backgrounds. Although presented in the Namibian context, the conclusions and suggested strategies could be useful to people in other underprivileged backgrounds aspiring to start similar initiatives.

Nagler, W., L. Fickert, et al. (2003). E-learning for electrical power systems at the Technical University of Graz. Ieee Region 8 Eurocon 2003, Vol B, Proceedings - Computer as a Tool. B. Zajc and M. Tkalcic. New York, Ieee: 351-355.

The Technical University of Graz (TU-Graz) enlarges the range of teaching methodologies by introducing Multimedia Learning and Teaching. These are mainly based on the usage of the eLearning platform called eLS (eLearnig Suite) by Hyperwave. Besides that platform several departments offer various specialized units and tools for eLearning. The Department of Electrical Power Systems has created a nearly complete series of lectures about electrical power systems with a special layout and design. The structure of the course-system follows international conclusions in the field of eLearning. Furthermore a new multimedia project, the CD-Rom called EMF - Electromagnetic Fields, developed at the TU-Graz provides lots of teaching material and interactive applications on the EMF topic, that can be used either at school or at university.

Needham, G. and J. Thomas (2005). "A little e-learning can go a long way in transforming a traditional print-based distance learning course: a case study at the UK's Open University." Health Information and Libraries Journal 22: 80-84.

Nganmini, G. B. (2008). e-learning tools and standardisation in higher education settings: The importance of quality improvement (The case of Nancy 2 university in France). Proceedings of the 9th European Conference on Knowledge Management. D. Harorimana and D. Watkins. Nr Reading, Academic Conferences Ltd: 593-602.

The complexity of the concept of knowledge has been pointed out by numerous scholars (Nonaka, 1994; Brown and Duguid, 1991). It can be defined by a numbers of factors among which, creation, management, evaluation and sharing of information. Here, it involves the idea of a "fluid mix of framed experience, values, contextual information and expert insight that provide[s] a framework for evaluation and incorporating new experiences and information" (Davenport and Prusak, in Sambamurthy & Subramani, 2005). Knowledge sharing is becoming one of the main fields where innovative tools are experimented. Private sector organizations are not the only ones embracing Knowledge Management (Luen & Al-Hawamdeh, 2001). Recently, public institutions, such as universities have showed interest in the management of knowledge through New Information and Communication Technologies. E-learning, a mode of learning which draws benefits from the use of information and communication technologies on all levels of training activities becomes one of the models of knowledge management in these universities. It particularly shows a method of training whose principal objectives can be autonomy of training, distance learning, individualization of training options and development of pedagogic relations online (Bellier, 2001). The main specificity of E-learning is its combination of two dimensions: inventive use of new technologies and the reshaping of the traditional conception of learning practices. One of e-learning's challenges remains how the knowledge available on the different platforms is managed for efficient results. This paper examines the impact knowledge management (creation, storage and sharing of e-courses, e-references and all electronic contents of learning) on the improvement of quality in education. Universities have strong interest in the development of e-learning technological tools for knowledge management processes. Synchronous and asynchronous tools such as Internet, Intranet, chat, forum, Blog, Wiki... are often used. Standardisation also plays a key role in circulation and knowledge sharing, reshaping knowledge boundary. Nancy 2 university gives a slide example of internal and external knowledge building and sharing through its e-learning courses, through a study conducted by VIDEOSCOPE project team in University Nancy 2 and interviews of e-learners.

Okamoto, T., M. Kayama, et al. (2002). Knowledge repository oriented e-learning system and its evaluation for a cooperative linkage between University and industry. International Conference on Computers in Education, Vols I and Ii, Proceedings. X. Kinshuk, R. Lewis, K. Akahoriet al. Los Alamitos, Ieee Computer Soc: 1132-1136.

This paper presents a web-based distance education system that contains synchronous (live) video terrors, asynchronous learning materials with video-on-demand (VOD) archive data and question & answer functions through digital reporting between a lecher and students It is intended to provide a collaborative workplace to encourage interactions among a lecturer/learners As such this environment enables learners to exchange their knowledge and their way of thinking, furthermore to refine/build the knowledge acquired via lectures Ore of the main proposes in our research is to build a flexible e-Learning environment by embedding self/collaborative support functions for the digitized live lectures in order to reinforce much more meaningful knowledge and skills. Moreover we propose cm innovative educational method of a cooperative link between a university and an industry for the higher education.The knowledge repository means a kind of data-warehouse with the computational mechanism to handle/manage various data occurred in e-Learning process The knowledge repository may be utilized fir any information referencing, diagnosing/evaluating of learners' activities, consulting and so on We also tackle problems of knowledge sharing knowledge-retrieval and various types of collaboration in the learning environment The heart of our project is the exploration of how we can effectively make use of this knowledge repository to spoon learners who hate a range of different reeds through we dont mention its technical details here.

Oladiran, M. T. and J. Uziak (2009). "Assessment of E-Learning Course Delivery for Mechanical Engineering Students at the University of Botswana." Journal of Baltic Science Education 8(1): 44-53.

The paper presents results of a study on students' perception of the eLearning technology, namely WebCT/Blackboord. The study was carried out at the University of Botswana (UB) during the first semester of 200712008 academic year. Several mechanical engineering courses were delivered using a blended method, i.e. online resource (eLearning) and traditional face to face approach. An electronic questionnaire was administered to a cohort of third year mechanical engineering students for the study. The questionnaire consisted of 92 items that covered such areas as facilities, resources, access, instruction and quality issues. An open ended section enabled students to comment on other issues related to the course delivery. The paper discusses the challenges of using eLearning and proffers recommendations to ensure that the maximum benefit is derived from technological investment and staff effort. The results show that students were very receptive of ICT based course delivery. Key words: ICT eLearning, WebCT/Blackboard, access, mechanical engineering students.

Park, S. Y. (2009). "An Analysis of the Technology Acceptance Model in Understanding University Students' Behavioral Intention to Use e-Learning." Educational Technology & Society 12(3): 150-162.

Many universities implement e-learning for various reasons. It is obvious that the number of e-learning opportunities provided by higher educational institutes continues to grow in Korea. Yet little research has been done to verify the process of how university students adopt and use e-learning. A sample of 628 university students took part in the research. The structural equation modeling (SEM) technique was employed with the LISREL program to explain the adoption process. The general structural model, which included e-learning self-efficacy, subjective norm, system accessibility, perceived usefulness, perceived ease of use, attitude, and behavioral intention to use e-learning, was developed based on the technology acceptance model (TAM). The result proved TAM to be a good theoretical tool to understand users' acceptance of e-learning. E-learning self-efficacy was the most important construct, followed by subjective norm in explicating the causal process in the model.

Poon, P. W. T. (2004). Library as a provider of lifelong education: E-Learning programs provided by Feng Chia University Library. City Development and Library Services. Shanghai 200031, Shanghai Scientific & Technical Literature Publ: 46-54.

The term "lifelong education" as an educational lexicon has appeared in English language literature for some decades. However, it has gained a renewed currency in the past ten years or so, the reason being that in the knowledge economy and information technology age it has become all the more important. All types of libraries, be they academic or public, have always had the mission of providing learning resources and offering information-seeking assistance. Therefore, they have naturally taken on the supporting role in the area of lifelong education. But, with their rich information resources, staff's professional competencies, advantageous locations, and alliances with the community of scholars, some libraries have taken one step further in transforming their role as supporter to that of provider of lifelong education. This paper will examine the background of this transformation, the work that is involved, and the impacts that it creates for the library and the wider community. Using Feng Chia University Library in Taiwan as a case study, this paper will profile its role as a provider of lifelong education in organizing and providing e-Learning programs. The success factors for its performing this role will also be outlined. With this detailed description and analysis, it is hoped that some other libraries may get to know the mechanics and logistics involved in providing lifelong education programs.

Pruengkarn, R., P. Praneetpolgrang, et al. (2005). An evaluation model for e-Learning websites in Thailand university. 5th IEEE International Conference on Advanced Learning Technologies, Proceedings. P. Goodyear, D. G. Sampson, D. J. T. Yanget al. Los Alamitos, Ieee Computer Soc: 161-162.

The objective of this research is to evaluate e-Learning websites for university in Thailand by using quality criteria which based on IEEE 1061 and ISO/IEC 9126. In this research, we determine 6 quality aspects (include 2 new aspects) such as functionality, reliability, usability, efficiency, maintainability and portability. In the research process, we categorize subjects into 5 groups. The result has found that the average of quality in e-Leaning websites is 50.34% and this can be exploited as beneficial information for e-Learning webmaster to evaluate and improve the quality of e-Learning website according to the proposed quality model for optimizing the effective e-Learning.

Reinhardt, J. and M. Heinitz (2008). Practically-Oriented e-Learning Quality Assurance. Empirical Findings and Making use of These for the Promotion of e-Learning Quality in Everyday University Teaching. 7th European Conference on E-Learning, Vol 2. R. Willimas and D. Remenyi. Nr Reading, Academic Conferences Ltd: 352-359.

New Media has become a part of university teaching and in many institutions it already belongs to daily teaching activities. An important factor for an effective, long-term establishment of e-learning scenarios at a modern institute of higher education is the implementation of ongoing processes that focus on quality promotion. In the first part of this paper, the model of a practically-oriented e-learning quality assurance - which was developed at Freie Universitaet Berlin and is currently being applied here - is introduced. In the foreground the focus is on taking into account the perspectives of the individual participating groups as well as the direct feedback of the results into the ongoing project work; this includes the initiation and handling of change processes. Apart from the targets that were set and the concept that was developed, the paper presents basic findings of the qualitative and quantitative evaluation activities that have been realized to date. By presenting these findings, the second part of this paper provides an overview of what everyday e-learning looks like at a large university with more than 100 courses of study and about 34,000 enrolled students. How exactly does this everyday teaching look, what can be said about the acceptance and added value of this e-learning implementation? Often such questions can only relate or pertain to individual projects that are financed through monetary means, if at all. At Freie Universitaet Berlin, with the aid of wide-scale online surveys, students and teachers of all of the departments and institutes were questioned as to their experiences with the implementation of e-learning (respondents: n=2,417/students, n=308/teachers). With regard to the status of the e-learning implementation, the results of these surveys show that the basic application of e-learning (in the sense of limiting it to the online distribution of material and information) is firmly anchored. According to the students, this supports the efficiency of their work. Interactive, communicative and collaborative scenarios were implemented less often and the added values of these applications were evaluated quite diversely by students from the different departments. Finally, the paper illustrates how these results flow into the ongoing process of e-learning implementation. As examples, two concrete measures of e-learning quality assurance are described.

Remiao, F., H. Carmo, et al. (2005). "E-learning and risk communication. Report of an experience at the faculty of pharmacy of the University of Porto." Toxicology Letters 158: S76-S76.

Romero, N. L. and L. F. Aquino (2007). Human-technology interaction - Accessible interfaces design in Spanish University e-learning platforms. WEBIST 2007: Proceedings of the Third International Conference on Web Information Systems and Technologies, Vol SeBeG/eL - SOCIETY, E-BUSINESS AND E-GOVERNMENT, E-LEARNING. J. Filipe and J. Cordeiro. Setubal, Insticc-Inst Syst Technologies Information Control & Communication: 506-511.

At the moment c-learning platforms are being applied in the University studies of ascending form. The objective of this work is to analyse the e-learning platforms of different European Universities, to analyse their user interaction capacities and the degree of accessibility developed in these platforms. Interaction in e-learning platforms is vital for potential users; in many cases the bad development of these platforms encourages the abandonment of these studies. Starting off with this hypothesis, we develop an evaluation study of the interaction of e-learning platforms in European Universities and we study the degree of interaction with the user, we also consider the level of accessibility developed according to W3C standards.

Schaffhauser-Linzatti, M., S. Pernsteiner, et al. (2008). e-Accounting at the University of Vienna - Developing Applicable e-Learning Tools for Large-Scale Accounting Classes. 7th European Conference on E-Learning, Vol 2. R. Willimas and D. Remenyi. Nr Reading, Academic Conferences Ltd: 123-127.

The eAccounting project at the University of Vienna is a universally applicable example of a Virtual Learning Environment (VLE) meeting the challenging requirements of large-scale accounting classes. A Learning Content Management System (LCMS) containing dynamic applications enables students with an unequal level of knowledge in accounting subjects to work in individual and cooperative learning environments by the help of eAssessment, as well as to deal with a complex, multidimensional nexus. Thus, eAccounting supports mass lectures predominantly attended by non-native speaking first-year students with a multinational background and heterogeneous pre-knowledge in accounting subjects. The didactical challenge was to figure out appropriate eLearning tools for large-scale classes, improve the learning performance of accounting classes and solve the heterogeneity of the students' pre-knowledge. Following the Blended Learning approach, a combination of compulsory eAssessment and collaborative learning applications substitutes ex-cathedra teaching. Moreover, weekly eTests require dealing with the contents of the following in-class session and support a continuous learning process during the semester. Information and Communication Technologies (ICT) are used in an individual way and in a collaborative way, such as customized Web 2.0 applications. They strengthen the social integration of foreign first-year students and support positive group dynamics online and in real life. Also, eAccounting provides an accompanying online VLE-integrated tutoring system as well as a section with Frequently Asked Questions (FAQ) and a Learning Content Management System (T/LCMS). The University of Vienna has chosen Blackboard Vista, Fronter and Moodie to comply with the eLearning goals. With ambitious efforts the Faculty of Business, Economics and Statistics implements an integrated VLE that covers the entire field of accounting. Enhancing an applicable T/LCMS reflects the demanding requirements of large-scale lectures through developing both, dynamic eLearning as well as a homogeneous eTeaching architecture.

Schmidt, L. and M. Rotting (2003). The e-learning cooperation project Integral II in web-based university education. Quality of Work and Products in Enterprises of the Future. H. Strasser, K. Kluth, H. Rausch and H. Bubb. Stuttgart, Ergonomia Verlag Ohg: 1085-1088.

This contribution deals with the development of the web-based multimedia learning system "Integral II" in the domain of university education. In a German-wide network fifteen participating research institutes and academic chairs construct e-learning modules for the application field of industrial engineering and ergonomics. These modules are used as supplement in lectures and exercises and in individual learning situations. An overview to the project is given in this article as well as results from the requirements analysis and their consequences for the e-learning approach.

Shannon, A., E. Kerre, et al. (2004). Intuitionistic fuzzy estimation and generalized net model of e-Learning within a university local network. 2004 2nd International Ieee Conference Intelligent Systems, Vols 1 and 2, Proceedings. R. R. Yager and V. S. Sgurev. New York, Ieee: 423-426.

A generalized net is used to construct a model which describes the organization of students' e-Learning within a University Intranet. The model can be used for the estimation of student knowledge. The model also utilizes the theory of intuitionistic fuzzy sets.

Sinay, J., D. Kocur, et al. (2004). Experiences with e-learning implementation at the technical university of Kosice. Ithet 2004: Proceedings of the Fifth International Conference on Information Technology Based Higher Education and Training. Y. Akpinar. New York, Ieee: 582-586.

The aim of the paper is to share our experiences with the institutional implementation of e-learning technologies at the Technical University of Kosice. In particular, after general discussion about opportunities and threats of e-learning the article is focused on the results of two University e-learning implementation projects in years 2002-2003 including description of chosen e-learning platform and adopted Quality Assurance System for course development.

Slattery, D. M. (2006). Using information and communication technologies to support deep learning in a third-level on-campus programme: A case study of the taught master of arts in E-learning design and development at the University of Limerick. 2006 IEEE International Professional Communication Conference. New York, Ieee: 170-182.

This paper explores how Information and Communication Technologies (ICTs) were used to support deep learning in some of the modules on the Master of Arts in E-Learning Design and Development at the University of Limerick. This paper describes how the author used ICTs, as well as online teaching and learning theories, to improve the learning experience for on-campus students undertaking certain Project-Based Learning (PBL) activities. Examples of students' online Computer-Mediated Communication (CMC) postings, as well as extracts from online reflective journals and written reports, show how a sample of former students benefited from using ICTs.

Softic, S. K. and Z. Bekic (2008). Organizational aspects of supporting e-learning at university level. Proceedings of the Iti 2008 30th International Conference on Information Technology Interfaces. V. LuzarStiffler, V. H. Dobric and Z. Bekic. Zagreb, Srce Univ Computing Centre, Univ Zagreb: 153-158.

In the process of systematic implementation of e-learning, universities are facing a number of challenges in providing appropriate, high quality and sustainable support to teachers and students. In this paper we consider some organizational approaches to support e-learning at university level. A number of issues should be discussed to provide effective support to the teachers, students and institutions trying to implement e-learning. We are discussing centralized, decentralized and combined organizational models and the role of university e-learning centre, as focal point for systematic take-up and supporting of e-learning across the university. The paper is based on the experience derived from the Tempus project EQIBELT and on the experience of establishing and running the E-learning centre at the University of Zagreb.

Stein, A. (2002). Preparation for "E-Learning": ICT literacy and usage of Australian university students (2001). Issues and Trends of Information Technology Management in Contemporary Organizations, Vols 1 and 2. M. Khosrowpour. Hershey, Idea Group Publishing: 656-659.

University students require considerable computer literacy to enter and then succeed at their studies. Many courses, whether technology focussed or not, are using advanced Web technology to deliver educational content. This paper explores the changing nature Of Information & Communication Technologies (ICTs) literacy of university students and explores whether gender and age factors affect student ICT literacy and Web usage. There was a focus on first-year (freshman or transition) students. Main findings show that there is a significant difference in how females and males use the Web and first year (transition) students come to University with advanced ICT literacy.

Stoyanova, L. Y. The Learning Process Management in E-learning Environment in the Technology School "Electronic Systems" Associated with the Technical University of Sofia. Technological Developments in Education and Automation. M. Iskander, V. Kapila and M. A. Karim. Berlin, Springer-Verlag Berlin: 271-274.

The goal of this paper is to analyze the possibilities for learning process management in the c-learning environment of the Technology School "Electronic Systems" associated with the Technical University of Sofia. In the paper interactions between student, lecturer and content are described. On that base the test results received from the system are proposed to be analyzed in two ways in order to help the lecturer taking learning process management decisions, concerning the further students' activities - individual or in group.

Svoboda, P., E. Stankova, et al. (2009). Examining English Language Teachers' Use of E-Learning at the University of Defence. Distance Learning, Simulation and Communication 2009, Proceedings. M. Hruby. Brno, Univ Defence: 179-184.

The paper presents a ease study, based on a survey examining University of Defence (UoD) English language teachers' use of e-learning and their attitudes to its application in the process of teaching. The survey employed a questionnaire and semi-structured interviews to find out the differences between the teachers' genuine intentions and their real use of e-learning, depending mostly on real technical conditions and curriculum requirements. In addition, the concern here vas to learn whether the teachers' approaches to e-learning in leaching English are diverse or show some common features. Using statistical analysis. the paper examines teachers' responses and evaluates the outcomes of the research project. It concludes with remarks and suggestions with a view to facilitate further implementation of e-learning in English language teaching at the UoD.

Taha, A. (2007). "Networked e-information services to support the e-learning process at UAE University." Electronic Library 25(3): 349-362.

Purpose - This paper aims to focus on how the e-library interoperates with the e-learning process within the academic computing environment (ACE) at the United Arab Emirates University (UAEU). Design/methodology/approach - This paper is inspired by the existing findings of a questionnaire survey conducted by the Laptop Project at the UAEU (2002-2003) and sequel research (2004-2005) on the acceptance and adoption of the Blackboard, a web-based instructional platform, by the students. Personal interviews were conducted with the instructors who were involved in the e-learning initiative to find out the appropriate e-information services that should be provided to support their respective Blackboard-aided courses. Findings - The paper finds that the instructors have viewed e-learning as a sound instructional tool and an evolving genre capable of providing more than just textual information. According to their viewpoints, the e-library could support e-learning courses with a bundle of networked e-information services such as development of course-related electronic collections, virtual reference help, current awareness and SDI, online document delivery, etc. E-literacy was found to play an essential role in fostering adoption and acceptance of e-learning, whereas the language barrier has constrained e-learning initiative in the colleges where Arabic is the teaching language, i.e. Blackboard does not support creation of Arabic contents and interface so far. Practical implications - The capabilities of the e-library in providing networked e-information services have made the integration with the e-learning process a highly urgent requirement. Originality/value - A model representing the integration of the e-library functions with the e-learning process is presented in the paper. The proposed model could be applicable in learning settings within an academic computing environment.

Targarnadze, A. and G. Cibulskis (2008). Development of e-learning services for Lithuanian Virtual University. Information Technologies' 2008, Proceedings. A. Targamadze, R. Butleris and R. Rutkiene. Kaunas, Kaunas Univ Technology Press: 279-285.

Most of today's virtual learning environments are designed for asynchronous e-learning delivery. Following rapid evolution of IT and having in mind huge theoretical and methodological capital of face-to-face teaching we propose model for synchronous learning system that is based on synchronous communication via interactive video and uses some asynchronous e-learning methods. Model is implemented in Lithuanian Distance Education Network which employs interactive videolecturing via videoconferences and streaming video and also uses virtual learning environments and other complimentary services for e-learning development and delivery. The paper also provides analysis of the trends. in recent learning technologies development and defines priorities for further improvement of LieDM e-learning services within Lithuanian Virtual University programme.

Tsukahara, W., K. Seki, et al. (2005). A study of organizational e-Learning Management System in University. Proceedings of the Eighth IASTED International Conference on Computers and Advanced Technology in Education. V. Uskov. Anaheim, Acta Press Anaheim: 427-432.

An efficient e-Learning system should provide learners with teaming environment that has high degree of freedom. In order to realize this, e-Learning systems must be equipped with such functions as letting learners themselves choose appropriate teaming contents and understand correctly their level of progress and achievement for each teaming contents. We have been developing an integrated e-Learning environment which integrates teaming history and teaming content information to control each learner's teaming. It is designed based on Learning Ecological Model (LEM) and is now going to be integrated with the database run by educational affairs section. It will enable teachers to analyze e-Learning log data with learners' academic achievements. This paper describes functions of the LMS and then reports a preliminary practice in a graduate school course. After describing our case, our current running project which involves whole faculty is explained. This project is a part of national project named "Selected Efforts of the Distinctive University Education Support Program (Good Practice Project [GP Project])", which is supported by the ministry of Education, Culture, Sports, Science and Technology of Japanese government.

Viehmann, A., B. Hoffmann, et al. (2008). "E-learning offers for biometric, epidemiologic and informatics n university hospital in Essen." Gesundheitswesen 70(7): 455-456.

Volpentesta, A., N. Frega, et al. (2004). Early steps towards an e-learning community at the University of Calabria. ED-MEDIA 2004: World Conference on Educational Multimedia, Hypermedia & Telecommunications, Vols. 1-7. L. Cantoni and C. McLoughlin. Norfolk, Assoc Advancement Computing Education: 5102-5107.

In this paper we describe the early phases of an e-learning community evolution we observed during the execution of the project iCampus.Unical at the Faculty of Engineering of the University of Calabria. Such a project is concerned with the realization and deployment of a course management web portal, based on open source software. The evolution of the technological system and of the associated community, as well as the relationship between them, are examined in order to identify factors and actions which turn an e-learning system users community into an actual e-learning community.

Wagner, P., B. Schober, et al. "E-Learning-Supported Encouragement of Self-Regulated Learning at the University." Zeitschrift Fur Padagogische Psychologie 24(3-4): 289-303.

This article deals with the evaluation of an e-learning supported program fostering self-regulated learning of students in higher education. The program pursues four goals: (1) self-regulated learning, (2) e-competence, (3) cooperation, (4) knowledge regarding research methods and evaluation. The components of self-regulated learning (goal 1) were investigated by the phase model of self-regulation (Zimmerman, 2000). To analyse the program's effectiveness a quasi-experimental pre-post-test-design was applied. 84 students attended the program (intervention group). Data from the intervention group and from 84 matched controls (control group) were collected using a questionnaire and a performance indicator before and after the intervention. Evaluation results support the effectiveness of the intervention. Effects in all intended goals became evident. Based on the model of self-regulation differences between intervention group and control group could be especially observed in the forethought-(e.g., self-efficacy) and self-reflection-phase (e. g., dealing with failure). All in all, the results of this program show that e-learning supported courses at university should focus accompanying competences like self-regulated learning and cooperation in addition to the content they want to impart.

Wang, H. and Q. Li (2008). Secure and efficient information sharing in multi-university E-Learning environments. Advances in Web Based Learning - Icwl 2007. H. Leung, F. Li, R. Lau and Q. Li. Berlin, Springer-Verlag Berlin. 4823: 542-553.

Digital information sharing of multi-university environments usually occurs in broad, highly dynamic network-based environments, and formally accessing the resources in a secure manner poses a difficult and vital challenge. This paper aims to build a new rule-based framework to identify and address issues of sharing in multi-university environments through role-based access control management (RBAC). The framework includes a role-based group delegation granting model, group delegation revocation model, authorization granting and authorization revocation. Finally, the current proposal is compared with other related work.

Wang, S. C. (2009). University Instructor Perceptions of the Benefits of Technology Use in E-learning. Second International Conference on Computer and Electrical Engineering, Vol 1, Proceedings. K. Jusoff, S. S. Mahmoud and R. Sivakumar. Los Alamitos, Ieee Computer Soc: 580-585.

E-learning has altered, and will continue to affect teaching and learning contexts in tertiary education but very little research has been undertaken on university instructor perspectives of technology use in e-learning teaching. This paper explores the perceived benefits of technology use in e-learning by university instructors in Taiwan. These perceived benefits included benefits for the university, for the instructors themselves and for the students. An interpretive paradigm utilizing qualitative and quantitative methods was adopted. The paper outlines the findings from 27 e-learning instructors in in-depth interviews and 69 e-learning instructors who responded to the questionnaire. The purpose of this paper is to motivate more instructors to teach in e-learning by elaborating the benefits of technology use in blended courses. University administrators interested in solving the issue of the under-use of e-learning would be wise to broadcasting the benefits of technology use in e-learning to help overcome instructor personal barriers in their blended courses.

Wang, S. C. (2009). University Student Perceptions of Effective E-learning Strategies Instructor Used in Blended Courses. Second International Conference on Computer and Electrical Engineering, Vol 1, Proceedings. K. Jusoff, S. S. Mahmoud and R. Sivakumar. Los Alamitos, Ieee Computer Soc: 586-590.

Blended courses that include face-to-face and e-learning have been offered in universities in Taiwan but very little research has been undertaken on university student perspectives of effective e-learning strategies. This paper explores student perceptions of effective e-learning strategies their instructors used in blended courses in a national research-oriented university in Taiwan. An interpretive paradigm with quantitative and qualitative methods was adopted as the basis for the research methodology. This paper outlines the findings from a survey of nearly 400 students and focus group discussions with over thirty students about their perceptions and experiences of e-learning in blended learning courses. The findings note that instructors used various e-learning strategies to motivate student engagement in e-learning and to improve student learning outcomes. Nearly all students noted the provision of online course materials, audios/videos, synchronous and asynchronous interactions as being effective to motivate their engagement in e-learning, strengthen their intention to view or review the materials at their convenience, and assist them understand the course content. The aim of this study is to provide some suggestions for instructors and students to improve their teaching efficiency and learning outcomes in e-learning.

Wang, S. C., B. Cowie, et al. (2009). "Benefits? or Challenges? University Student Perception of E-Learning." Journal of Internet Technology 10(5): 505-512.

Many educators concern whether students can learn better from e-learning and whether they face more challenges in blended courses. An interpretive paradigm with quantitative and qualitative methods was adopted to explore the benefits and challenges of e-learning from a student perspective. This paper outlines the findings from a survey of nearly 400 different college students and focus group discussions with over thirty students about their perceptions and experiences of e-learning in a national research-oriented university. The findings suggest that students experience challenges relating to their personal expertise with ICT use and access to the requisite technology, even though Taiwan has invested heavily in ICT infrastructure. Students perceived the benefits of e-learning as arising from being able to preview and follow up on face-to-face lectures and to discuss ideas and issues with peers and instructors given that class sizes are large, typically over a hundred students. Students also perceived some tensions between the benefits and challenges of e-learning use. These were particularly associated with time, the provision of course support materials, motivation, interaction, and instructor expectations.

Weninger, L., F. Keller, et al. (2009). "Docs'n Drugs - an E-learning program for medical students; feasibility and evaluation of the acceptance in student training in child and adolescent psychiatry at the University Hospital in Ulm." Zeitschrift Fur Kinder-Und Jugendpsychiatrie Und Psychotherapie 37(2): 123-128.

Objective: Increasingly widespread is the use of modern media such as E-learning in medical education. The Medical Faculty of the University of Ulm, being the Competence Center of E-learning, and the Competence Network in Medical Education in Baden-Wurttemberg have been developing a web based multimedia educational program since 1998. Methods: In 2004 a grant for modular teaching projects sponsored by the Medical School was obtained in order to incorporate cases from Child and Adolescent Psychiatry into the Docs'n Drugs E-learning Module. The objective was to explore the feasibility of adding psychiatric cases to an educational system that was primarily oriented towards somatic diseases and to then evaluate the acceptance of these child and adolescent psychiatric cases. Results: Once cases had been developed, this module was integrated into Docs'n Drugs as a one-and-a-half hour web-based seminar as part of a block practicum in child and adolescent psychiatry and subsequently evaluated. The evaluation included data from 69 participants between summer 2004 and spring 2006. Of the participating students, 80.8% had never used the E-learning platform together with a monitor in a seminar before. 44.9%, respectively 41%, of the students responded that psychiatric cases could be dealt with in a good or partially satisfying way with that system. This gives an overall positive acceptance of 86%. Conclusions: Our evaluated feasibility trial with a child psychiatric module within an E-learning based teaching platform showed that knowledge not only of somatic cases but also of psychiatric cases can be imparted via E-learning. The integration into an existing curriculum is advisable in any case.

Westera, W., F. Brouns, et al. (2005). "Achieving E-learning with IMS learning design - Workflow implications at the Open University of the Netherlands." Educational Technology & Society 8(3): 216-225.

This paper uses the Open University of the Netherlands as an instructive case for the introduction of e-learning based on the IMS Learning Design specification ( IMS LD). The IMS LD specification, as approved by the IMS Global Learning Consortium in 2003, enables the specification and encoding of learning scenarios that describe any design of a teaching-learning process, i.e. support events, exchanges of projects, interactions and communications between participants. In 2004, after several years of small-scale pilots, the Open University of the Netherlands launched IMS LD-based online learning in an operational setting ( over 3000 students). Rather than technology, the paper describes the implications for the workflow. The paper explains the processes involved with both IMS LD-based course creation and course delivery. Preliminary findings establish severe inconveniences for developers in the process of course creation, due to immature IMS LD tooling. Tutors, however, comment positively on course delivery, in particular on the way IMS LD supports course logistics, i.e. the arrangement of course runs, the control of student groups, tracking the students' progress and the support to the exchange of messages and papers. Even though the applied IMS LD-models were deliberately kept simple with respect to interactions and methods, students for their part appreciated the online courses, in particular the functionalities typically enabled by IMS LD, like personalised flow, tailored feedback and portfolios. In sum, taking for granted the immature tooling, the IMS LD specification seems to work in large-scale operational settings.

Whitsed, N. (2005). "Supporting e-learning - a view from the open university." Health Information and Libraries Journal 22(4): 301-304.

Williams, R. J., J. Palmer, et al. (2005). Developing an e-learning strategy for the University of Plymouth; the student view. 3rd International Conference on Education and Information Systems: Technologies and Applications, Vol 2, Proceedings. F. Malpica, F. Welsch and A. Tremante. Orlando, Int Inst Informatics & Systemics: 242-247.

To inform the University of Plymouth's review of its e-learning strategy, information was collected from students in order to gain a better understanding of their e-learning experiences. Quantitative and qualitative data was collected from 1,405 students using both on-line and face-to-face survey methodologies. Responses were received from all years of mainly undergraduate students but with a variable distribution across faculties. This reflected the variable extent of staff e-learning provision. Student use centred mainly on e-mail, lecture materials and course information, and there were additional indications of variable staff and student use of the MLE. The students expressed a clear view that staff development was necessary to ensure that all staff used it effectively, and their views on 'best practice' provision for e-learning provided a validated basis for such staff training. Whilst most student feedback dealt with operational issues, this was valuable in informing the technical development of the MLE., training provision and some major university policy issues that needed to be addressed. It also indicated that much could be achieved from more effectively exploiting the existing investment in the MLE, relative to the time effort and expense required to achieve this.

Yan, B. W. (2009). Transformation of the Role of University Teachers in the E-learning Environment. Icaie 2009: Proceedings of the 2009 International Conference on Artificial Intelligence and Education, Vols 1 and 2. C. Zhao. Liverpool, World Acad Union-World Acad Press: 206-210.

In the present paper, the concept, properties and suitable education mode of E-learning are introduced at first. And then, the necessity, theory basis, feasibility and transformation approach of the role of university teachers in the E-learning environment are studied. The conclusion is that the university teacher in E-learning environment should be a guider, a facilitator, a collaborator and an innovator. The bright prospects of modem education system through teachers' role transformation are looked forward to.

Yan, L., J. M. Yang, et al. (2008). Research and application of learning activity management system in college and university e-learning. Technologies for E-Learning and Digital Entertainment, Proceedings. Z. G. Pan, X. P. Zhang, A. ElRhalibi, W. Woo and Y. Li. Berlin, Springer-Verlag Berlin. 5093: 171-179.

LAMS (learning activity management system) is a very flexible learning design tool. With the combination of LAMS and the content, teachers/lecturers can easily organize the learning activities for the Students in e-learning. This paper focuses oil the application and functions of LAMS ill college and university e-learning. Through formal research and evaluation of the impact of LAMS on e-learning in 3 disciplines (carried out in Huazhong Normal University), the presentation summarizes both the merits and the downsides of the application of LAMS in College & university e-learning and concludes with reflection oil how further work will go oil.

Zaitseva, L. and J. Bule (2008). E-learning courses use and evaluation in Riga Technical University. 8th Ieee International Conference on Advanced Learning Technologies, Proceedings. P. Diaz, A. Ignacio and E. Mora. Los Alamitos, Ieee Computer Soc: 1057-1058.

The paper describes the experiment of Riga Technical University. The experiment goal is to evaluate effectiveness of e-learning, system inclusion into a teaching process. The e-learning courses used for the experiment are outlined. The methods of efficiency evaluation are mentioned.

Zuvic-Butorac, M. and Z. Nebic (2009). Institutional Support for e-Learning Implementation in Higher Education Practice: A Case Report of University of Rijeka, Croatia. Proceedings of the Iti 2009 31st International Conference on Information Technology Interfaces. V. LuzarStiffler, I. Jarec and Z. Bekic. Zagreb, Srce Univ Computing Centre, Univ Zagreb: 479-483.

E-learning implementation in the teaching and learning process has been presented as an institutional, strategically planned operation at University of Rijeka, Croatia. Motivated by poor use of ICT in teaching and learning process, together with the Bologna process changes needed in transformation of curricula, as well as by participation in one Tempus project on e-learning implementation in higher education, the University management decided to facilitate the activities for e-learning implementation with supporting policy documents as well as through allocating budget. The implementation started practically from ground zero, with the aim of building capacities setting up the infrastructure and environment ready for the implementation, as well as building a community of practitioners. The three-year long process has resulted with achievements that exceeded the expectations.