Abstract: The most important dimension of learning is the content, and an LMS suffices this to a certain extent. The present day LMS are designed to primarily address issues like ease of use, search, content and performance. Many surveys had been conducte d to identify the essential features required for the improvement of LMS, which includes flexibility and a user centric approach. These features can suffice the need of all learners, when they have different learning requirements. For a true learning, kno wledge should also be delivered along with the domain information. Thus, there is a need to design an architecture for user centric Knowledge Driven Learning Management System. Thus for holistic learning, knowledge enriched teaching skills are required, w hich can enhance and increase the thinking skills of the learner to a higher level. The current LMS needs an improvement in the direction of knowledge discovery, exploration so that knowledge enriched learning can be provided to the learner.. It can be ba sed on knowledge engineering principles like ontology, semantic relationship between objects, cognitive approach and data mining techniques. In this paper, we are proposing an idea of an enhanced Learning Object (LO) called Knowledge Driven Learning Obj ect, which can be delivered to the user for better learning. We had used a data mining approach, classification to harness and exploit these objects and classify them according to their metadata, thereby strengthening the content of objects delivered thro ugh the LMS. 

Abstract: Really Simple Syndication (RSS) offers a means for university students to receive timely updates from virtual learning environments. However, despite its utility, only 21% of home students surveyed at a university in Lebanon claim to have ever used the technology. To investigate whether national culture could be an influence on intention to use RSS, the survey was extended to British students in the UK. Using the Technology Adoption Model (TAM) as a research framework, 437 students responded to a questionnaire containing four constructs: behavioural intention to use; attitude towards benefit; perceived usefulness; and perceived ease of use. Principle components analysis and structural equation modelling were used to explore the psychometric qualities and utility of TAM in both contexts. The results show that adoption was significantly higher, but also modest, in the British context at 36%. Configural and metric invariance were fully supported, while scalar and factorial invariance were parti ally supported. Further analysis shows significant differences between perceived usefulness and perceived ease of use across the two contexts studied. Therefore, it is recommended that faculty demonstrate to students how educational RSS feeds can be used effectively to increase awareness and emphasise usefulness in both contexts. 

Abstract: Simpler is better. There are a lot of needsŽ in e‑Learning, and theres often a limit to the time, talent, and money that can be thrown at them individually. Contemporary pedagogy in technology and engineering disciplines, within the higher edu cation context, champion instructional designs that emphasize peer instruction and rich formative feedback. However, it can be challenging to maintain student engagement outside the traditional classroom environment and ensure that students receive feedba ck in time to help them with ongoing assignments. The use of virtual learning platforms, such as Blackboard Learn, and web feed syndication, using technology such as Rich Site Summaries (RSS), can help overcome such challenges. However, during an initia l pilot at an institution in Lebanon, only 21% of students reported making use of both these facilities. In this study, the Technology Acceptance Model (TAM) was used to guide the development of a scale to be used to investigate antecedents to the use o f web feeds. The proposed scale was reviewed by 4 experts and piloted with 235 students. The collected data were analysed using structural equation modeling (SEM) technique based on AMOS methods. The results revealed adequate face, content, and construc t validity. However, perceived ease of use was not a significant predictor of attitude towards use. Overall, the proposed model achieves acceptable fit and explains for 38% of its variance of which is lower than that of the original TAM. This suggests tha t aspects of the model may lack criterion validity in the Lebanese context. Consequently, it may be necessary to extend the scale by capturing additional moderators and predictors, such as cultural values and subjective norms. We concluded that the existe nce of RSS feeds in education improves significantly the content presented by the instructors to the e‑learning user decreasing at the same time the size and access cost. 

Abstract: The aim of this study was to determine nursing teachers and students attitudes to and experiences of using an electronic assessment and feedback tool in supervision of clinical training. The tool was called eTaitava, and it was developed in Fi nland. During the pilot project, the software was used by 12 nursing teacher and 430 nursing students. Nine of the teachers participated in the interviews and survey, and 112 students responded to the survey. The data were mainly analysed with qualitativ e methods.In the eTaitava web‑based user interface, the teacher constructs questions to map the students learning process, and sets them to be sent on a daily basis. According to the findings, four‑fifths of the students responded to the questions almost daily. They thought the software was easy to use and answering the questions took about 5 minutes a day. Based on the students and teachers experiences, the use of the electronic assessment and feedback tool supported supervision of clinical training. It supported the students target‑oriented learning, supervised the students daily work, and made it visible for the teachers. Responding to the software questions inspired the students cognitive learning, and based on the responses, the teachers notice d which students needed more support and could consequently allocate them more supervision time. Responding also supported the students continuous self‑evaluation, and considering the responses structured the students and teachers final assessment disc ussion. By means of the electronic assessment and feedback tool, it is possible to promote learning during clinical training by challenging students to reflect on their learning experiences. Students professional development process can be supported thr ough pedagogically planned conceptual supervision which is integrated into experiential learning during clinical training.The findings of the pilot study were encouraging, indicating that the method is worth further development and potentially useful in s upervision in all fields of education.