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Journal Article

Emerging Patterns in Transferring Assessment Practices from F2f to Online Environments  pp1-12

Ronald Beebe, Selma Vonderwell, Marius Boboc

© Jan 2010 Volume 8 Issue 1, Editor: Shirley Williams, pp1 - 50

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This study explores the transfer of assessment practices from f2f to online environments by college instructors, with a particular interest in the factors influencing assessment in online learning settings. Assessment is a critical aspect of the learning environment, and considerable research has suggested various methods of formative and summative assessment for the f2f classroom. However, there has been less research into the ways in which these traditional forms of assessment are being incorporated into the online learning environment, or whether they may even be appropriate. This study investigated the perceptions of seven higher education faculty, with experience teaching courses in both the f2f and online environments, regarding the transfer of assessment practices between the two delivery formats. Specifically, this study explored the transfer of assessment practices from f2f to online environments by college instructors in two higher education institutions: a four‑year college and a two‑year community college. The authors propose that an understanding of both assessment for learning and of learning is needed to support effective faculty practices and enhanced student learning in online courses. Consequently, it is important to study the impact of assessment strategies and techniques faculty employ to better understand various instructional practices that effectively centre on enhanced student learning. A phenomenological approach was employed for the analysis of data involving seven online course instructors at two higher education institutions, a four‑year college and a two‑year community college. Findings indicate several factors that influence the transfer of assessment practices from f2f to online environments. Data analysis points to several areas of interest related to the design of online assessment: time management, complexity of content, structure of online medium, student responsibility and initiative, and informal assessment. Authors suggest the incorporation of tradition classroom assessment techniques in the online learning environment should be considered in light of the factors described above. In particular, assessments for continuous and improved learning are important for the development of an engaged community of learners in the online environment. As technologies continue to evolve, a pedagogical framework that considers the learning environment differences between traditional and face to face classes becomes increasing imperative, both in terms of understanding the delivery and mediation of instruction. Such a framework will need to address both aspects of process and product in assessment. Consequently, future research needs to examine what strategies of techniques are effective in the assessment for learning in online instruction.


Keywords: Online learning, online assessment, assessment for learning, assessment of learning, transfer of assessment practices, online faculty


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Journal Article

Developing and Testing a Mobile Learning Games Framework  pp151-166

Carsten Busch, Sabine Claßnitz, André Selmanagić, Martin Steinicke

© Mar 2015 Volume 13 Issue 3, ECGBL 2014, Editor: Busch-Steinicke, pp149 - 206

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Abstract: In 2010 1.1 million pupils took private lessons in Germany, with 25% of all German children by the age of 17 having attended paid private lessons at some point in their school career (Klemm & Klemm, 2010). The high demand for support for learn ing curricular content led us to consider an integrated solution that speeds up both the design of mobile learning games as well as their implementation and adaption. This paper describes the iterative development of a game development framework for touch ‑based mobile learning games. The framework focuses on touch‑controlled interaction due to the fact that in 2014 more than 87% of German teenagers possess a smart phone with touch input (Feierabend, Plankenhorn, Rathgeb, 2014) as well as the possibility to engage in short bursts of learning experiences during their idle time, e.g. when commuting. The framework consists of a conceptual component that specifies five different game modes for casual mobile learning games. The technical part of the framework builds on the Unity game engine and offers an architecture that mirrors the game modes and objects from the conceptual part as well as a layer of service building blocks that cover generic functionality like logging, high score management or social media integration. The development of the framework is iterative and cyclic in that each produced game enriches the framework, which in turn accelerates the prototyping and development of further games. Additionally the games themselves are developed and teste d iteratively … both concerning usability/user‑experience and transfer, which is described in this paper. developed game prototype as well as the results of our usability tests.


Keywords: Keywords: mobile learning games, touch interfaces, private lessons, usability, software framework, transfer


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Journal Issue

Volume 8 Issue 1 / Jan 2010  pp1‑50

Editor: Shirley Williams

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As we enter 2010 it is interesting to reflect how learning has changed over the past decade. Technology has changed considerably over this time period, as have learners’ expectations. In the last 10 years we have gone from internet access as a luxury to many seeing it as a necessity. In this climate it is interesting to look at the data collected by Littlejohn and her colleagues, and to speculate what will happen in the next 10 years, and whether there will be more similarities or differences across the disciplines represented in the papers that form this edition. Shirley Williams Reading January 2010


Keywords: assessment for learning, blended learning, collaborative learning, digital literacy, engineering education, English for Academic Purposes (EAP), e-portfolio, , higher education , interdisciplinary collaboration, learning design, learning objects., online assessment, online faculty, online learning, pedagogy, reusability, students’ expectations of technology use, study skills, teacher education, technology-enhanced learning, TPCK, transfer of assessment practices, Virtual Learning Environment (VLE), Web 2.0,


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