The Electronic Journal of e-Learning provides perspectives on topics relevant to the study, implementation and management of e-Learning initiatives
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Journal Article

An e‑Class in Action: Experiences with ICT‑intensive Teaching and Learning of Discrete Dynamical Models at Secondary School  pp41-53

André Heck, Harm Houwing, Cor de Beurs

© May 2009 Volume 7 Issue 1, Editor: Shirley Williams, pp1 - 85

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Abstract

In 2007, a small team of university and secondary school teachers jointly developed and piloted an e‑class for 4 and 5 grade students (age: 16‑17yrs) at both pre‑university and general vocational level. The goal was to develop and try out innovative ways of teaching mathematics that would enable schools to offer optional courses for small numbers of students. The e‑class can be summarized as web‑supported instruction in a blended learning approach. The instructional material consisted of the chapter on discrete dynamical models from a brand‑new mathematics textbook, supplemented by investigative activities. Students could build and simulate dynamical models with the computer learning environment Coach. Instructions for learning to work with software were given through screen casts created by the teacher to gear with students' needs and made available in the Sakai‑based virtual learning environment. Students got weekly on‑line assignments, which they submitted digi‑ tally. At home they could get assistance from peers and the teacher in a chat room. We discuss some of the e‑ ingredients of the e‑class and their potential for teaching and learning mathematics and science in terms of principled design approaches to multimedia learning and pedagogical arrangements. We report the experiences of the participants of the project and present the future plans based on this work.

 

Keywords: e-learning, blended learning, multimedia learning, e-learning implementation, screen casts, secondary mathematics education, discrete dynamic models

 

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Journal Article

What’s the math in Minecraft? A Design‑Based Study of Students’ Perspectives and Mathematical Experiences Across game and School Domains  pp261-274

Erik Ottar Jensen, Thorkild Hanghøj

© Jul 2020 Volume 18 Issue 3, Editor: Lars Elbæk, pp207 - 274

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Abstract

This paper presents empirical findings from a qualitative study on Minecraft as a mathematical tool and learning environment. Even though Minecraft has been used for several years in classrooms around the world, there is a lack of detailed empirical studies of how students learn subject‑related content by working with the game. This study is based on a design experiment with an inquiry‑based teaching unit for fifth graders, which focused on using the coordinate system embedded in Minecraft, as a means to navigate and explore the game in order to solve mathematical problems. Based on student interviews, we explore how the students experienced and switched to new perspectives on mathematical knowledge through their participation in the teaching unit. Using thematic analysis, we explore data from six group interviews. The theoretical framework is based on domain theory, dialogical theory and notions of students’ mathematical agency. The key analytical findings regard the students’ experience of the coordinate system as part of both the academic domain of mathematics and their everyday domain of playing Minecraft, how they actively use the coordinate system to improve play in Minecraft and how they experience new ways of participating in mathematics. The article concludes by offering design principles for the future use of computer games in mathematics education.

 

Keywords: Minecraft, game-based learning, mathematics education, domain theory, coordinate system

 

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Journal Article

Wiki Tools in the Preparation and Support of e‑Learning Courses  pp123-132

Antonin Jancarik, Katerina Jancarikova

© Mar 2010 Volume 8 Issue 2, ECEL 2009, Editor: Shirley Williams, Florin Salajan, pp51 - 208

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Abstract

Wiki tools, which became known mainly thanks to the Wikipedia encyclopedia, represent quite a new phenomenon on the Internet. The work presented here deals with three areas connected to a possible use of wiki tools for the preparation of an e‑learning course. To what extent does Wikipedia.com contain terms necessary for scientific lectures at the university level and to what extent are they localised into other languages? The second area covers the use of Wikipedia as a knowledge base for e‑learning study materials. Our experience with Enviwiki which originated within the E‑V Learn project and its use in e‑learning courses is presented. The third area aims at the use of wiki tools for building a knowledge base and sharing experience of the participants of an e‑learning course.

 

Keywords: Wikipedia, wiki tools, enviwiki, e-learning, localization, mathematics education

 

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