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Journal Issue
Volume 14 Issue 3 / Jul 2016  pp150‑232

Editor: Rikke Ørngreen, Karin Levinsen

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Editorial for EJEL Volume 14 Issue 3  pp150‑151

Karin Levinsen, Rikke Ørngreen

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The art of Gamification; Teaching Sustainability and System Thinking by Pervasive Game Development  pp152‑168

Anders Nordby, Kristine Øygardslia, Ulrik Sverdrup, Harald Sverdrup

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The Effects of Instructor Control of Online Learning Environments on Satisfaction and Perceived Learning  pp169‑180

Jamie Costley, Christopher Lange

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Student Characteristics and Learning Outcomes in a Blended Learning Environment Intervention in a Ugandan University  pp181‑195

Mugenyi Justice Kintu, Chang Zhu

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The effectiveness of instructor personalized and formative feedback provided by instructor in an online setting: some unresolved issues  pp196‑203

Dolors Plana-Erta, Soledad Moya, Pep Simo

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The relationship between an Online Synchronous Learning Environment and Knowledge Acquisition Skills and Traits: The Blackboard Collaborate Experience  pp204‑222

John Politis, Denis Politis

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Abstract: Online learning is becoming more attractive to perspective students because it offers them greater accessibility, convenience and flexibility to study at a reduced cost. While these benefits may attract prospective learners to embark on an onlin e learning environment there remains little empirical evidence relating the skills and traits of knowledge acquisition with a synchronous online environment supported by Blackboard Collaborate. Without understanding this relationship colleges and universi ties cannot assess if their programs offered through educational communication technologies, such as Blackboard, enhance learner⠒s skills and traits that are essential for knowledge acquisition. The purpose of this paper is to (i) examine the relatio nship between an online learning environment, which is supported by Blackboard Collaborate, and the skills and traits of knowledge acquisition, (ii) assess the influence of online learners motivation on knowledge acquisition skills and traits, and (iii ) propose alternative Blackboard Collaborate layout and structure derived from the process of a critical reflection. Data was collected from 84 learners who studied online courses in a Higher Education Institution in the United Arab Emirates. The Analys is of Moment Structures (AMOS) was employed to perform the path analysis and SPSS was used to determine the factor structure of the examined variables. The study revealed three major findings. First, easy access of the Blackboard Collaborate and an effe ctively designed structure enhanced learners⠒ problem understanding and communication. It also improved the personal traits of conceptualisation, tolerance and amiability that are essential for knowledge acquisition. Second, the readiness of the online learners with educational communication technologies had a positive influence on their liberal arts knowledge. Third, learners⠒ attested motivation to embark on synchronous online classes enhanced their knowledge acquisition skills and traits. Finally, alternative Blackboard Collaborate layouts and struc 


Keywords: Keywords: Blackboard collaborate, e-learners, online learning, knowledge acquisition, synchronous


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Enhancing Students Language Skills through Blended Learning  pp223‑232

Choosri Banditvilai

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