<div dir="ltr">[Apologies if you receive multiple times, please circulate this to<br> your
colleagues who might be interested, thank you so much.]<br><br>[This email
includes the table of contents of Vol. 12, No. 3 of<br> International Journal of
Distance Education Technologies<br> (IJDET, an EI journal) and the general call
for papers of IJDET]<br><br><br>------- Annoucement of the publication of Vol.
12, No. 3 of IJDET (an EI journal)-----------<br><a href="http://www.igi-global.com/journal/international-journal-distance-education-technologies/1078">http://www.igi-global.com/journal/international-journal-distance-education-technologies/1078</a><br><br>We
are glad to announce the publication of Vol. 12, No. 3 of International Journal
of<br>Distance Education Technologies (IJDET, an EI journal). In this issue, SIX
papers are included:<br><br><br>Implementation of Web-Based Distance Education
in Nursing Education in Turkey: A Sample Lesson in Patient Education (pages
1-13)<br>Emine Senyuva, Gulsun Tasocak<br>The research was carried out in
2005-2006 as a descriptive and methodological study. It aimed to obtain
students' feedback and to <br>serve as a source for future relevant studies. The
setting of the study was Istanbul University Florence Nightingale Nursing
College <br>and at Istanbul University Bakirkoy Health College. The sample of
the study included 167 students who voluntarily consented to <br>participate in
the study. The sample was taken from the population of all students continuing
their education at the two study <br>universities. Data were collected utilizing
the “Information Form 1” and the “Information Form 2” The students' general mean
and <br>standard deviation values on Information Form 2 were (117.02±8.04), and
when the arithmetic mean and standard deviation values <br>relating to the
sections were examined, the results were as follows: Views about the Design of
the patient education course <br>(65.19±3.33), Views about the patient education
course (24.71±2.57), Views about web-based distance learning after education
<br>(27.19±3.86). These were considered to be satisfactory findings indicating
that the students had positive views about the web-based <br>patient education
course in general. The opinion of the students about the “Patient Education”
lesson was generally positive. <br>There was a significant difference with
respect to the scores on the questionnaire between the students with, and
students without, <br>the ability of learning by themselves, the scores being
higher in the former (p<0.05).<br><a href="http://www.igi-global.com/article/implementation-of-web-based-distance-education-in-nursing-education-in-turkey/117178">http://www.igi-global.com/article/implementation-of-web-based-distance-education-in-nursing-education-in-turkey/117178</a><br><br><br>Problematic
but Possible: Online Teaching and Learning in Post-registration Programmes
(pages 14-21)<br>Maria Cassar, Josef Trapani<br>This artifact identifies the
main challenges experienced by the authors, both nurse educators, in the
delivery of a module on <br>evidence based practice exclusively through the use
of an e-learning platform. The module has been running for the past four years
<br>as part of an entirely online post registration programme for qualified
health professionals seeking a baccalaureate qualification, <br>and makes use of
asynchronous online discussions coupled with traditional written assignments as
assessment methods. The authors' <br>efforts to address the identified
challenges are discussed, in view of flagging the measures which may need to be
put in place by <br>educators embarking on similar teaching initiatives.<br><a href="http://www.igi-global.com/article/problematic-but-possible/117179">http://www.igi-global.com/article/problematic-but-possible/117179</a><br><br><br>The
A-Framework: The Role of Access, Attributes, and Affordance in the Adoption of
Distance Education Technology for Lifestyle <br>Change (pages 22-40)<br>Patrick
J. Tierney, Susan Moisey<br>This exploratory mixed methods case study examined
the use of distance education technology for lifestyle change within the context
<br>of obesity treatment and weight management. In the quantitative phase of the
study, 19 adults involved in an obesity-related <br>lifestyle change program or
change process completed a questionnaire that determined their attitude toward
technology adoption, <br>access to various types of information and
communication technology and level of connectivity, and the extent to which they
used <br>technologies in their daily lives. The qualitative phase consisted of
semi-structured interviews with individuals who were currently <br>or had been
obese and involved in a weight management program. The participants were
provided access to a website which contained a <br>set of online tools and
resources believed to assist with weight loss and lifestyle change.
Semi-structured interviews were <br>conducted to obtain each participant's
perceptions of, and reactions to, the various tools and resources. The
A-Framework was <br>developed as a direct result of this study.<br><a href="http://www.igi-global.com/article/the-a-framework/117180">http://www.igi-global.com/article/the-a-framework/117180</a><br><br><br>The
Influence of Self-Efficacies on Readers' Intention to Use E-Reading Devices: An
Empirical Study (pages 41-61)<br>Bor-Yuan Tsai, Jung-Nan Yen<br>E-books and
e-Reading Devices (E-RDs) markets have been enlarged due to the rapid progress
of digital technologies. What are the <br>possible factors to increase readers'
willingness to use electronic devices? To improve the predictive value of the
original TAM <br>model, this study incorporates three additional constructs to
form e-Reading Device Acceptance Mode: reading self-efficacy, computer
<br>self-efficacy and perceived enjoyment. This model consists of six constructs
and 11 research hypotheses. The research questionnaires <br>were distributed in
Taiwan, and the research results showed that reading self-efficacy shows
positive influences on readers' <br>intention to use the E-RDs. On the contrary,
computer self-efficacy does not show positive influences on perceived usefulness
or <br>perceived enjoyment. Moreover, the perceived ease of use of E-RDs does
not show significant impacts on readers' intention to use the <br>devices.
Explanations of the causes and reasons are given in this paper, and the finding
of this research may provide useful <br>references and materials for e-book
publishers, e-reading device developers, and researchers for further
studies.<br><a href="http://www.igi-global.com/article/the-influence-of-self-efficacies-on-readers-intention-to-use-e-reading-devices/117181">http://www.igi-global.com/article/the-influence-of-self-efficacies-on-readers-intention-to-use-e-reading-devices/117181</a><br><br><br>E-book
Usability in Educational Technology Classes: Teachers and Teacher Candidates'
Perception toward E-book for Teaching and <br>Learning (pages 62-74)<br>Sunghee
Shin<br>This study was designed to enrich the learning experiences of in-service
and pre-service teachers in two educational technology <br>classes by adopting
e-books as the course material. Graduate students were more positive about their
e-book reading experience than <br>undergraduate students, but, surprisingly,
more undergraduates (63.6%) became interested in checking out e-book readers
from the <br>school library than graduate students (51.9%). Over three-quarters
of undergraduates (78.6%) responded positively about the use of <br>e-book
readers by the end of the study. Despite their appreciation of e-book features,
more than half of both undergraduate and <br>graduate students preferred print
books but were willing to use e-books and e-book readers for their readings.
Shortcomings of <br>e-books were eye-strain and the limitation of e-book
collections.<br><a href="http://www.igi-global.com/article/e-book-usability-in-educational-technology-classes/117182">http://www.igi-global.com/article/e-book-usability-in-educational-technology-classes/117182</a><br><br><br>Utilizing
Twitter and #Hashtags Toward Enhancing Student Learning in an Online Course
Environment (pages 75-83)<br>T. Scott Bledsoe, Dave Harmeyer, Shuang Frances
Wu<br>The authors offer an answer to the research question, To what extent and
in what ways is Twitter helpful to student learning when <br>group hashtags are
created and used in collaborative educational environments? Sixty-two students
in a spring 2012 graduate online <br>Research Methodology course worked
individually and in groups to create discussions on topics of interest through
Twitter posts and <br>student-created hashtags. Student participants answered
nine qualitative and quantitative questions concerning the Twitter/hashtag
<br>exercise and used collaborative blog pages to reflect on their experiences.
A grounded theory approach was applied to classify data <br>generated from the
nine questions and blog postings. An analysis of the study's data resulted in
the discovery of the following four <br>themes: access to information,
communication, class engagement, and general feedback. Based on these themes,
nine recommendations <br>are offered for maximizing the use of Twitter in an
online environment for increased student engagement and learning.<br><a href="http://www.igi-global.com/article/utilizing-twitter-and-hashtags-toward-enhancing-student-learning-in-an-online-course-environment/117183">http://www.igi-global.com/article/utilizing-twitter-and-hashtags-toward-enhancing-student-learning-in-an-online-course-environment/117183</a><br><br><br><br>-------
General Call for Papers for IJDET (an EI journal)-----------<br>The electronic
version of this cfp can be seen at<br><a href="http://maiga.athabascau.ca/editors/IJDET-Call_for_Papers-General.pdf">http://maiga.athabascau.ca/editors/IJDET-Call_for_Papers-General.pdf</a><br><br><br>International
Journal of Distance Education Technologies (IJDET)<br>(<a href="http://www.igi-global.com/journal/international-journal-distance-education-technologies/1078">http://www.igi-global.com/journal/international-journal-distance-education-technologies/1078</a>)<br><br>The
International Journal of Distance Education Technologies (IJDET) is<br>a forum
for researchers and practitioners to disseminate practical solutions<br>to the
automation of open and distance learning. Targeted to academic<br>researchers
and engineers who work with distance learning programs and<br>software systems,
as well as general users of distance education technologies<br>and methods,
IJDET discusses computational methods, algorithms,<br>implemented prototype
systems, and applications of open and distance learning.<br>All manuscripts
submitted to the journal are peer-reviewed according to<br>the procedure
consisting of initial review, peer review, and recommendation<br><br>Editor in
Chief:<br>Dr. Maiga Chang (<a href="mailto:maiga.chang@gmail.com">maiga.chang@gmail.com</a>)<br><br><br>Indices:<br>Compendex
(Elsevier EI), DBLP, EBSCOhost, ERIC, Google Scholar,<br>INSPEC, PsycINFOR,
SCOPUS, and many others<br><br><br>Suggested topics:<br>IJDET is an EI journal
and the scope of the journal includes, but is not limited to:<br>-
Assessment<br>- Distance Learning for Culture and Arts<br>- Intelligent and
Adaptive Learning<br>- Intelligent Agents and Multi-Agent Systems<br>- Mobile
Learning<br>- Nurse Medical Healthcare<br>- Pedagogical Issues<br>- Social
Learning<br>- Serious Games for Distance Education<br>- Science, Technology,
Engineering, and Math (STEM) Education<br>- Technology Enhanced Learning<br>-
Ubiquitous Learning<br>- Virtual Worlds for Distance
Education<br><br><br>Applying for being a reviewer of IJDET:<br>Please send your
CV to editor in chief, Dr. Maiga Chang (<a href="mailto:maiga.chang@gmail.com">maiga.chang@gmail.com</a>)<br>Please note
that as a reviewer of IJDET, you are expected to review four manuscripts<br>a
year in a timely manner (i.e., usually within four weeks and you will be
removed<br>from the reviewer pool if you couldn't finish assigned reviews in a
timely manner or<br>you can not review four manuscripts a year for IJDET). You
can quit for being a reviewer<br>at any time you want. You would be invited to
become international review editorial<br>board members if you could maintain
high quality reviews for at least two years.<br><br><br>Manuscript
guidelines:<br>At this moment we have not moved to the publisher's
online<br>submission system yet (we plan to move to the publisher's system
later),<br>please go to <a href="http://www.ijdet.com/">http://www.ijdet.com</a>
to submit your manuscript.<br><br>Please note that you need to follow the
manuscript template and<br>author guidelines to prepare your manuscript before
submit it.<br>The links of the manuscript template in DOC format and the
author<br>guidelines and the instructional video can be found on the main
page<br>of the website (<a href="http://www.ijdet.com/">http://www.ijdet.com</a>). Please remember to
check<br>"Author" role while registering your account.<br><br>All submissions
have to follow IJDET manuscript guidelines at<br><a href="http://www.igi-global.com/publish/resources/journal-organization-and-formatting.pdf">http://www.igi-global.com/publish/resources/journal-organization-and-formatting.pdf</a><br><a href="http://www.igi-global.com/journals/guidelines-for-submission.aspx">http://www.igi-global.com/journals/guidelines-for-submission.aspx</a><br>should
be submitted online at <a href="http://www.ijdet.com/">http://www.ijdet.com/</a>
after registering an account.<br><br><br>Special Issue proposals:<br>We also
encourage potential research in any fields related to the journal<br>to form a
high quality guest editorial team to submit special issue proposal<br>online,
for any emerging, important, and hot topics. Please submit your<br>special issue
proposal online as a manuscript and choose<br>"[Special Issue Proposal]" as its
Section<br><br>The special issue proposal sample can be downloaded at<br><a href="http://vip.is-very-good.org/editing/IJDET-Special_Issue_Proposal_Sample.doc">http://vip.is-very-good.org/editing/IJDET-Special_Issue_Proposal_Sample.doc</a><br><br><br>For
queries, please contact Dr. Maiga Chang (<a href="mailto:maiga.chang@gmail.com">maiga.chang@gmail.com</a>)<br>------------------------------------
<br><br><br><br>Sincerely,<br><br>Maiga Chang<br><a href="mailto:maiga.chang@gmail.com">maiga.chang@gmail.com</a><br><a href="http://maiga.athabascau.ca/">http://maiga.athabascau.ca</a><br>10, 26
'14<br><br><br>---------------------------------<br>Editor-in-Chief,
International Journal of Distance Education Technologies (EI)<br><a href="http://www.ijdet.com/">http://www.ijdet.com</a><br><br>Associate Editor,
IEEE Technology and Engineering Education<br>Associate Editor, International
Journal of Online Pedagogy and Course Design<br><br>Learning Culture and
Language through ICTs: Methods for Enhanced Instruction<br><a href="http://www.igi-global.com/reference/details.asp?ID=33419">http://www.igi-global.com/reference/details.asp?ID=33419</a><br><br>-----------<br>Program
Chair of IASLE International Conference on Smart Learning Systems,<br>Sinaia,
Romania, September 23-25, 2015<br><a href="http://ask4research.info/icsle/2015/">http://ask4research.info/icsle/2015/</a><br><br>Track
Program Chair of Track "Digital Game and Intelligent Toy Enhanced
Learning"<br>in 15th IEEE International Conference on Advanced Learning
Technologies 2015<br><a href="http://www.ask4research.info/icalt/2015/">http://www.ask4research.info/icalt/2015/</a><br><br>Co-chair
of GCCCE 2015 sub-conference on Joyful Learning and Society<br><br>PC Executive
Chair of ICCE 2014 sub-conference on Digital Game and Digital Toy<br>Enhanced
Learning and Society (GTEL&S)<br><a href="http://icce2014.jaist.ac.jp/icce2014/?page_id=323">http://icce2014.jaist.ac.jp/icce2014/?page_id=323</a><br><br>-----------<br>Guest
Editor, Mathematical Problems in Engineering (SCI)<br>Special Issue on
Information Management and Applications of Intelligent Transportation
System<br><a href="http://www.hindawi.com/journals/mpe/si/241739/cfp/">http://www.hindawi.com/journals/mpe/si/241739/cfp/</a><br><br>Guest
Editor, Multimedia Tools and Applications (SCI)<br>Special Issue on Emergence of
Web Data Analysis in Pervasive Multimedia Environment<br><a href="http://maiga.athabascau.ca/editors/MTAP_SI.pdf">http://maiga.athabascau.ca/editors/MTAP_SI.pdf</a><br><br>Guest
Editor, Research and Practice in Technology Enhanced Learning (free open
access)<br>Special Issue on Practical Applications of Mobile and Internet
Educational Games (Vol. 8, No. 2)<br><a href="http://www.apsce.net/rptel_papers.php?id=1020">http://www.apsce.net/rptel_papers.php?id=1020</a><br><br>Guest
Editor, International Review of Research in Open and Distance Learning
(SSCI)<br>Special Issue on Technology Enhanced Information Retrieval and
Processing for Online Learning (Vol. 13, No. 5)<br><a href="http://www.irrodl.org/index.php/irrodl/issue/view/54">http://www.irrodl.org/index.php/irrodl/issue/view/54</a><br><br>Guest
Editor, International Journal of Distance Education Technologies (EI)<br>Special
Issue on Emotional Intelligence for Online Learning (Vol. 11, No. 2)<br><a href="http://www.igi-global.com/journal/international-journal-distance-education-technologies/1078#contents">http://www.igi-global.com/journal/international-journal-distance-education-technologies/1078#contents</a><br><br>---------<br>School
of Computing and Information Systems (<a href="http://scis.athabascau.ca/">http://scis.athabascau.ca/</a>)<br>Athabasca
University<br><br>1200, 10011-109 Street<br>Edmonton, T5J-3S8<br>AB,
Canada<br><br>---------------<br>Phone: +1-866-916-8646<br>Website: <a href="http://maiga.dnsalias.org/">http://maiga.dnsalias.org</a> and <a href="http://maiga.athabascau.ca/">http://maiga.athabascau.ca</a><br>CV: <a href="http://scis.athabascau.ca/scis/staff/faculty.jsp?id=maigac">http://scis.athabascau.ca/scis/staff/faculty.jsp?id=maigac</a><br><br>Leave
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