In order to promote a more dynamic and flexible communication between the learner and the system, we integrate five kinds of adaptive agents in emotional framework. We focus on human facial characteristics to develop general-purpose agents that can recognize human emotion and create emotional framework with the implications of peer-to-peer technology. Emotions play an important role in cognitiv...

Teaching in pharmacology is predominantly lecture based. While practical sessions do include problem solving and case scenarios the teaching methodologies are inadequate in empowering the students to handle real life scenarios which require integration of theory and practice, application of knowledge and skills to find a viable solution to a defined problem. Use of eLearning in such situations ...

Technology supported information sharing could be argued to both enhance and inhibit learning. However, social and affective issues that motivate learners’ technology interactions are often overlooked. Are learners avoiding valuable learning applications because of privacy fears and trust issues? Will inaccurate technology assumptions and awareness inhibit information sharing? Do learners need ...

Communal Internet access facilities or telecentres are considered a good way to provide connectivity to people who do not possess home connectivity. Attempts are underway to utilize telecentres as eLearning centres providing access to learning materials to students who would otherwise not be able to take up eLearning. This paper reports on the findings of qualitative interviews conducted with 1...

Despite the extensive use of eLearning systems, there is no consensus on a standard framework for evaluating this kind of quality system. Hence, there is only a minimum set of tools that can supervise this judgment and gives information about the course content value. This paper presents two kinds of quality set evaluation indicators for eLearning courses based on the computational process of t...

With information technology progressing on a nearly day-to-day basis with respect to technical feasibility, general availability and individual familiarity, challenges of eLearning at the workplace no longer reside in technical impediments. Whereas bulky, unhandy software, weak network connections or low usability used to present the major obstacles, it is now the missing integration of eLearni...

INTRODUCTION In 2008, the German Council of Science had advised universities to establish a quality management system (QMS) that conforms to international standards. The system was to be implemented within 5 years, i.e., until 2014 at the latest. The aim of the present study was to determine whether a QMS suitable for electronic learning (eLearning) domain of medical education to be used across...

Adaptive eLearning systems are able to adjust to a user’s learning needs, usually by user modeling or tracking progress. Such learner-adaptive behavior has rapidly become a hot topic for eLearning, furthered in part by the recent rapid increase in the use of MOOCs (Massive Open Online Courses). A lack of general, individual, and situational data about student populations currently hampers the i...

The corner stone of the interoperability of eLearning systems is the standard definition of learning objects. Nevertheless, for some domains this standard is insufficient to fully describe all the assets, especially when they are used as input for other eLearning services. On the other hand, a standard definition of learning objects in not enough to ensure interoperability among eLearning syste...

Over the years the World Wide Web has seen a major transformation with dynamic content and interactivity being delivered through Web 2.0 and provision of meaning to Web content through the Semantic Web. Web 2.0 has given rise to special methods of eLearning; we believe that interactive multimedia and semantic technologies applied together can further enable effective reuse of such applications ...