James Uhomoibhi – författare

The 27 revised full papers were carefully reviewed and selected from 193 submissions. The papers deal with the following topics: new educational environments, best practices and case studies of innovative technology-based learning strategies, institutional policies on computer-supported education including open and distance education.

The 30 revised full papers were carefully reviewed and selected from 202 submissions. The papers cover wide research fields including authoring tools and content development, AV-communication and multimedia, classroom management, e-Learning hardware and software, blended learning, critical success factors in distance learning.

The 25 revised full papers were carefully reviewed and selected from 190 submissions. The presented  papers contribute to the understanding of relevant trends of current research on Computer Supported Education, including learning analytics, intelligent tutoring systems, virtual and augmented reality, MOOCs, and automated assessment systems. 

This book constitutes the refereed proceedings of the 6th International Conference on Computer Supported Education, CSEDU 2014, held in Barcelona, Spain, in April 2014.

The 24 revised full papers presented were carefully reviewed and selected from 242 submissions. The papers address topics such as information technologies supporting learning; learning/teaching methodologies and assessment; social context and learning environments; domain applications and case studies; and ubiquitous learning.

Thisbook constitutes the refereed proceedings of the 7th International Conferenceon Computer Supported Education, CSEDU 2015, held in Lisbon, Portugal, in May2015.

The 34 revised full papers presented together with an invited talkwere carefully reviewed and selected from 196 submissions. The papers addresstopics such as information technologies supporting learning; learning/teachingmethodologies and assessment; social context and learning environments; domainapplications and case studies; and ubiquitous learning.

This book presents the proceedings of the 19th International Conference on Interactive Collaborative Learning, held 21-23 September 2016 at Clayton Hotel in Belfast, UK.

We are currently witnessing a significant transformation in the development of education. The impact of globalisation on all areas of human life, the exponential acceleration of developments in both technology and the global markets, and the growing need for flexibility and agility are essential and challenging elements of this process that have to be addressed in general, but especially in the context of engineering education. To face these topical and very real challenges, higher education is called upon to find innovative responses.

Since being founded in 1998, this conference has consistently been devoted to finding new approaches to learning, with a focus on collaborative learning. Today the ICL conferences have established themselves as a vital forum for the exchange of information on key trends and findings, and of practical lessons learned while developing and testing elements of new technologies and pedagogies in learning.

This book presents the proceedings of the 19th International Conference on Interactive Collaborative Learning, held 21-23 September 2016 at Clayton Hotel in Belfast, UK.

We are currently witnessing a significant transformation in the development of education. The impact of globalisation on all areas of human life, the exponential acceleration of developments in both technology and the global markets, and the growing need for flexibility and agility are essential and challenging elements of this process that have to be addressed in general, but especially in the context of engineering education. To face these topical and very real challenges, higher education is called upon to find innovative responses.

Since being founded in 1998, this conference has consistently been devoted to finding new approaches to learning, with a focus on collaborative learning. Today the ICL conferences have established themselves as a vital forum for the exchange of information on key trends and findings, and of practical lessons learned while developing and testing elements of new technologies and pedagogies in learning.