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 Issue
Volume 5 Issue 1, ECEL 2006 / Feb 2007  pp1‑86

Editor: Shirley Williams

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Managed Learning Environments and an Attendance Crisis?  pp1‑10

Ruth Barrett, Austen Rainer, Olenka Marczyk

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Students who have the benefit of a Managed Learning Environment (MLE) are very appreciative of the facility to access lecture notes, practical and tutorial exercises and other learning resources. This access allows students to work independently and in many students' eyes, obviates the need to attend all timetabled sessions. Should the lecturers be worried about this? Blended learning, with its mixture of online and face‑to‑face activities, allows for students' different learning styles and for balancing external commitments. We report from a University in which the MLE, StudyNet, is extensively used on the majority of degree programmes and is regularly praised by the students. In this digital age the expectation of students is that all resources should be available electronically. However, a short survey identified a general unease among academics that these facilities adversely affect attendance and consequently student performance. Our broader study, at a mid‑point in an academic year, investigated relationships between attendance, performance in assessed coursework and students' preferred ways of working. We found that students rated the contact time very strongly but placed most emphasis on carrying out work for themselves. There was a mismatch between many students' perceptions of their use of the contact hours and the evidence from attendance records. Overall, our study sheds some light on the complex relationships between blended learning, student behaviour, attendance, and attainment. 


Keywords: Blended learning, attendance, Managed Learning Environment


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Benefits of e‑Learning Benchmarks: Australian Case Studies  pp11‑20

Sarojni Choy

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Determining Areas of Weakness in Introductory Programming as a Foundation for Reusable Learning Objects  pp21‑30

Eileen Costelloe, Elizabeth Sherry, Patricia Magee

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Students' Perceived Usefulness of Formative Feedback for a Computer‑adaptive Test  pp31‑38

Mariana Lilley, Trevor Barker

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A Web Based Intelligent Training System for SMEs  pp39‑48

Roisin Mullins, Yanqing Duan

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Piloting a Process Maturity Model as an e‑Learning Benchmarking Method  pp49‑58

Jim Petch, Gayle Calverley, Hilary Dexter, Tim Cappelli

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Interactive Nonlinear Learning Environments  pp59‑68

Ronald Robberecht

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Designing Online Instruction for Success: Future Oriented Motivation and Self‑Regulation  pp69‑78

Joel T. Schmidt, Christian H. Werner

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Watch out — the Power Users are Coming  pp79‑86

Karin Tweddell Levinsen

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