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 9 Issue 1, ECEL 2010 special issue / Apr 2011  pp1‑114

Editor: Carlos Vaz de Carvalho

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An Automated Individual Feedback and Marking System: An Empirical Study  pp1‑14

Trevor Barker

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Semi‑Automatic Grading of Students’ Answers Written in Free Text  pp15‑22

Nuno Escudeiro, Paula Escudeiro, Augusto Cruz

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Enhanced Approach of Automatic Creation of Test Items to foster Modern Learning Setting  pp23‑38

Christian Gutl, Klaus Lankmayr, Joachim Weinhofer, Margit Hofler

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Methodology for Evaluating Quality and Reusability of Learning Objects  pp39‑51

Eugenijus Kurilovas, Virginija Bireniene, Silvija Serikoviene

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Fluidity in the Networked Society ‑ Self‑initiated learning as a Digital Literacy Competence  pp52‑62

Karin Tweddell Levinsen

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Discovering Student Web Usage Profiles Using Markov Chains  pp63‑74

Alice Marques, Orlando Belo

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Assessing Student Transitions in an Online Learning Environment  pp75‑86

Minoru Nakayama, Hiroh Yamamoto

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Science, Sport and Technology ‑ a Contribution to Educational Challenges  pp87‑97

Kelly O’Hara, Paula Reis, Dulce Esteves, Rui Brás, Luísa Branco

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Improve students' ability to link knowledge with real life practice, through enhancing children or teenagers' ability to think critically by way of making observations, posing questions, drawing up hypotheses, planning and carrying out investigations, analysing data and therefore improve their decision making is an educational challenge. Learning through sports can be effective for developing life skills because sport has a potential to contribute over a wide range and is a discipline that most children like. The constructions of real situations or “Problems” must achieve and incorporate certain aspects such as (a) encourage curiosity, (b) be perceived by students as relevant to their personal goals, (c) represent a motivated challenge, (d) stimulate group collaboration for older students, (e) technological equipment as a way of support, to motivate the learning process, and (f) demonstrate how simple scientific concepts can improve everyday activities. The aim of this paper is to present and evaluate the usefulness of the representative tasks created by a systematic integration of approaches (electronic and non‑electronic devices) with interactive situations. Four tasks were applied to 140 children between 6‑10 years old at elementary school level. The tasks were constructed considering the follow proposals: (1) promote the benefit of physical activity and (2) explore some science concepts using sport. To evaluate the process effectiveness, two groups were formed, group A was submitted to a more theoretical explanation of the concepts and group B was exposed to problem solving through sport situations. Data were analysed by using quantitative methods. Results show that when children participate in an active way they are more motivated, and the use of their own movement or body to resolve a problem (with electronic devices) contributes for knowledge acquisition by adapting their actions and looking for the best window of possibilities to solve the task situation. Further and longitudinal studies are recommended to consolidate the results. 


Keywords: technology, sport, task design, skills acquisition


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From Soap Opera to Research Methods Teaching: Developing an Interactive Website/DVD to Teach Research in Health and Social Care  pp98‑104

Abigail Sabey, Sue Horrocks

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A Different Vision in eLearning: Metaphors  pp105‑114

Nazime Tuncay, Ioana Andreea Stanescu, Mustafa Tuncay

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