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Publikācija: e-Inclusion and Knowledge Flows in e-Course Delivery

Publication Type Full-text conference paper published in conference proceedings indexed in SCOPUS or WOS database
Funding for basic activity Unknown
Defending: ,
Publication language English (en)
Title in original language e-Inclusion and Knowledge Flows in e-Course Delivery
Field of research 2. Engineering and technology
Sub-field of research 2.2 Electrical engineering, Electronic engineering, Information and communication engineering
Authors Ieva Vītoliņa
Atis Kapenieks
Keywords e-Inclusion, Digital Skills, Knowledge Flows
Abstract Our purpose of the study was to use the acceleration of knowledge flow to predict practical use of digital skills. For this purpose, we identified certain variables to be correlated for practical uses probability as a guide for their effectiveness for e-learning assessment. The study was based on evaluating a group of five hundred learners. We designed four types of questionnaires and one telephone survey to assess different aspects of the course topics that affect the practical uses of digital skills. We applied knowledge management theory, basic principles of classical mechanics and statistical analysis. We developed a formula for linear regression equations for practical uses of digital skills probability. As potential predictor for effective delivery of different topics of an e-learning course we obtained knowledge flow acceleration. The results indicated that one of the factors for determining practical uses probability in the e-inclusion model for an e-learning course was related to knowledge flow acceleration.
DOI: 10.5220/0004385204170422
Hyperlink: http://dblp.uni-trier.de/db/conf/csedu/csedu2013.html 
Reference Vītoliņa, I., Kapenieks, A. e-Inclusion and Knowledge Flows in e-Course Delivery. In: 5th International Conference on Computer Supported Education (CSEDU 2013): Proceedings, Germany, Aachen, 6-7 May, 2013. Aachen: 2013, pp.417-422. ISBN 978-989-8565-53-2. Available from: doi:10.5220/0004385204170422
Additional information Citation count:
  • Scopus  0
ID 18003