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 7 Issue 2 / Jun 2009  pp85‑190

Editor: Shirley Williams

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Mobile City and Language Guides — New Links Between Formal and Informal Learning Environments  pp85‑92

Mads Bo-Kristensen, Niels Ole Ankerstjerne, Chresteria Neutzsky-Wulff, Herluf Schelde

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Some Factors to Consider When Designing Semi‑Autonomous Learning Environments  pp93‑100

Paul Bouchard

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Game Inspired Tool Support for e‑Learning Processes  pp101‑110

Marie-Thérèse Charles, David Bustard, Michaela Black

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Web 2.0‑Mediated Competence — Implicit Educational Demands on Learners  pp111‑118

Nina Bonderup Dohn

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Listening to the Learners' Voices in HE: how do Students Reflect on their use of Technology for Learning?  pp119‑126

Amanda Jefferies, Ruth Hyde

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Learning Objects and Virtual Learning Environments Technical Evaluation Criteria  pp127‑136

Eugenijus Kurilovas, Valentina Dagiene

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The Enhancement of Reusability of Course Content and Scenarios in Unified e‑Learning Environment for Schools  pp137‑146

Virginija Limanauskiene, Vytautas Stuikys

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With the expansion of e‑learning, the understanding and evaluation of already created e‑learning environments is becoming an extremely important issue. One way to dealing with the problem is analysis of case studies, i.e. already created environments, from the reuse perspective. The paper presents a general framework and model to assess UNITE, the unified e‑learning environment for schools, from the reuse perspective. UNITE is the e‑learning environment of the ongoing EU project (FP6 IST‑26964, 2006‑2008, http:www.unite‑ UNITE assets are described using feature diagrams (FDs) telling us about the internal structure of UNITE; representing relationships among the compound and atomic features, thus enhancing better transparency of UNITE and in this way empowering reuse. The factors of UNITE influential to reuse with some concrete results are also presented. We provide analysis aiming to extract from the model the relevant information of two kinds: (1) which is influential to reuse in a positive sense, i.e., enhancing reuse (e.g., application of meta‑design methodology for the scenarios description, classification of subjects in metadata, use of content management tools (e.g., Course editor, Metadata editor), multi‑linguistic approach, international and local collaboration between teachers and students in e‑learning scenario implementation and delivery, and methodological support, etc.) and (2) which is hindering reuse (e. g., age of the students, differences in national syllabus and national educational programmes, language, cultural and communication problems). Despite of some limitations of FDs, we found this notation useful because it allows the explicit representation of various aspects of the complex system (i.e., UNITE) focusing on variability of features and possible relationships and constraints. We focus on the aspects such as evaluation of the UNITE platform including tools, scenarios and content variability. 


Keywords: Computer supported learning, e-learning environment development, meta-design, mobile learning, reusability


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Strategies for Embedding e‑Learning in Traditional Universities: Drivers and Barriers  pp147‑154

Kay MacKeogh, Seamus Fox

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The Identification of Key Issues in the Development of Sustainable e‑Learning and Virtual Campus Initiatives  pp155‑164

Mark Stansfield, Thomas Connolly, Antonio Cartelli, Athanassios Jimoyiannis, Hugo Magalhães, Katherine Maillet

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Adoption of Web 2.0 Technologies in Education for Health Professionals in the UK: Where are we and why?  pp165‑172

Rod Ward, Pam Moule, Lesley Lockyer

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How Reproducible Research Leads to Non‑Rote Learning Within Socially Constructivist Statistics Education  pp173‑182

Patrick Wessa

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The Implications of SCORM Conformance for Workplace e‑Learning  pp183‑190

Gabrielle Witthaus

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