Please use this identifier to cite or link to this item: https://www.um.edu.mt/library/oar/handle/123456789/25044
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dc.contributor.authorMontebello, Matthew-
dc.date.accessioned2017-12-27T09:52:40Z-
dc.date.available2017-12-27T09:52:40Z-
dc.date.issued2017-
dc.identifier.citationMontebello, M. (2017). E-learning paradigms : a model to address known issues. IEEE Computing Conference (SAI - Science and Information Conference), London.en_GB
dc.identifier.isbn9781509054435-
dc.identifier.urihttps://www.um.edu.mt/library/oar//handle/123456789/25044-
dc.description.abstractIssues related to e-learning could be attributed to a number of factors due to its multi-facetted nature. In this paper a model to address known issues is presented in an effort to conceptualise a solution through the application of different paradigms. Implementation details of how the proposed model was applied to a real learning environment are presented together with results from an empirical study within a higher education institution.en_GB
dc.language.isoenen_GB
dc.publisherInstitute of Electrical and Electronics Engineers Inc.en_GB
dc.rightsinfo:eu-repo/semantics/restrictedAccessen_GB
dc.subjectDistance educationen_GB
dc.subjectOpen learningen_GB
dc.subjectHuman computationen_GB
dc.subjectWeb 2.0en_GB
dc.titleE-learning paradigms : a model to address known issuesen_GB
dc.typeconferenceObjecten_GB
dc.rights.holderThe copyright of this work belongs to the author(s)/publisher. The rights of this work are as defined by the appropriate Copyright Legislation or as modified by any successive legislation. Users may access this work and can make use of the information contained in accordance with the Copyright Legislation provided that the author must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the prior permission of the copyright holder.en_GB
dc.bibliographicCitation.conferencenameIEEE Computing Conference (SAI - Science and Information Conference)en_GB
dc.bibliographicCitation.conferenceplaceLondon, UK, 2017en_GB
dc.description.reviewedpeer-revieweden_GB
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