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in online education: Implications for teaching, learning and design. In A. Edmundson (ed.), Globalized e-Learning cultural challenges, (pp. 1-17). USA: Information Science Publishing. 22. Ziguras, C. (2008). Cultural and contextual issues in the evaluation of transnational distance education. In T. Evans, M. Haughey, D. Murphy (eds.), International Handbook of Distance Education, (pp. 639-651). UK: Emerald Publishing.

References 1. Abdon, B. R., Ninomiya, S., & Raab, R. T. (2007). E-learning in higher education makes its debut in Cambodia: The Provisional Business Education Project. International Review of Research in Open and Distance Learning, 8 (1), 1-11. 2. Alexander, S. (2001). E-learning developments and experiences. Education & Training, 43 (4/5), 240-248. 3. Asbee, S., & Simpson, O. (1998). Partners, families and friends: Student support of the closest kind. Open Learning, 13 (5), 56-59. 4. Ashby, A. (2004). Monitoring student retention in the Open University

References Kelly, T., Nanjiani, N. The Business Case For E-Learning. Cisco Press, 2004. 216 p. Marshall, S. A. Quality Framework for Continuous Improvement of e-Learning: The e-Learning Maturity Model. In: Journal of Distance Education Vol. 24, No. 1., 2010 , p. 143-166 Baruque, L. B., Baruque, C. B., Melo, R. N. Towards a Framework for Corporate e-Learning Evaluation. In: Proceedings of the 2007 Euro American conference on Telematics and information systems. 2007 Guralnick, D., Kaleidoscope Learning, & Larson, D. A successful e-learning strategy for a

REFERENCES Abram S. (2003). A primer on e-Learning: ... the framework, the market, the players. Canada: KMWorld. Barbosa H., Garcia F. (2006). An Authoring Tool for Adaptative Assessment Items. In proceedings of IEEE International Multi-Conference on Computing in the Global Information Technology . Bucarest. Bates T. (1999). Cultural and Ethical Issues in International Distance Education. Vancouver, Canada: Paper presented at Engaging Partnerships Collaboration and Partnership in Distance Education, UBC/CREAD Conference. Bloch B., Trager G. (1942). Outline


One of the most effective tools in e-learning is the Self-Assessment Tool (SAT) and research has shown that students need to accurately assess their own performance thus improving their learning. The study involved the design and development of a self-assessment tool based on the Revised Blooms taxonomy Framework. As a second step in investigating the effectiveness of the SAT, 1st year student of the BSC Educational Technology program from the VCILT, University of Mauritius were used as testing sample. At this stage the SAT was provided to only half of the sample who were randomly chosen and placed into a treatment group. The remaining half (Control Group) had the normal conditions on the E-learning platform. A semester exam was devised and administered to the whole sample to find out if there was a difference between the scores of both groups. Lastly a feedback form was given to only the treatment group to find out their views on the SAT. The results indicated a significant difference in scores between the treatment and the control groups when the Student’s Independent T-test was used. Group A percentage of passes were higher compared to Group B. Failures were recorded for both groups with an increased rate of failure for Group B compared to Group A. Moreover, most of the respondents’ feedbacks suggested that SAT was a useful guide with helpful feedbacks. The findings concluded that SAT was viewed more as a revision tool that allowed them to assess their own learning.

Barnes, P., Bollier, D. & Rowe, J. (2006). The Commons Rising. Tomales Bay Institute, accessed 1.1.2007. Dinevski, D. & Brodnik, A. (2005). Lifelong learning technology innovations for efficient adult education. In: Florjančič, J. & Paape, B. W. (editors): Personnel and management: selected topics. Frankfurt am Main: P. Lang, pp. 135-144. Dooly, B. J. (2005). Open Source E-Learning: Alternatives to Proprietary Tools, Systems, and Courseware. Brandon Hall

REFERENCES 1. Aroyo, L., Dolog, P., Houben, G-J., Kravcik, M., Naeve, A., Nilsson, M., Wild, F., Interoperability in Personalized Adaptive Learning , Educational Technology & Society, (2006). 2. Ciora, R. A., Improvements in Automated User Assessment for E-Learning Environments , Galway, Ireland (2008). 3. Ştefan, Morcov, Nationwide Implementation of the Educational IT-Based System in Romania — a Success Story , Bucharest: SIVECO Romania, (2006). 4. Michael, Moore, Distance education in the United States: The state of the art ., Series of lectures on the

– 2017, Proceedings of the second internetional conference, Lviv, 4-7 July 2017, pp. 133-136. [10] Kuchuk N., Mozhaev O., Kuchuk H., Mozhaev M., Method for calculating of e-learning traffic peakedness , IEEE 4-th International Scientific – Practical Conference Problems of Infocomunications, Science and technology, October 10-13, 2017, Kharkiv, Ukraine, pp. 359-362. [11] Quinlan J.R., Simplifying decision trees , International Journal of Man-Machines Studies, 1987, No. 27, pp. 221-234. [12] Wach K., MOOCs jako otwarte zasoby edukacyjne wspierające edukację dla

References Amkpa, S.A. (2007). Gender and age difference in computer use and attitude among students of University of Maiduguri. The Information Technologists , 4(1), 60-67. Anikweze, C.M. (2013). Assessment practices and the challenges of innovations in Nigerian education. Paper presented at an institutional seminar organized by the Joint Admissions and Matriculation Board (JAMB), Abuja on 3 rd September, 2013 at the JAMB Auditorium. Chiaha,G. U; Eze, J.U. and Ezeudu, F.O.(2013). Education students’ access to e-learning facilities in universities South

References Bonk, C.J. & Graham, C.R. (2006). The Handbook of Blended Learning: Global Perspectives, Local Designs . Pfeiffer. Driscoll, M. (2002). ‘Blended Learning: Let's Go Beyond the Hype’, E–Learning , March, 2002. Dron, J. & Anderson, T. (2014). Teaching Crowds: Learning and Social Media . Athabasca University, Edmonton. Favrin, V. & Gola, E. (2011). ‘Com.unica: un corso online in Scienze della comunicazione nell’università pubblica. Esperienza di didattica costruttivistica’, In Atti dell’VIII congresso nazionale della Società italiana di e-learning