This book constitutes the refereed proceedings of the second International Conference on Hybrid Learning, ICHL 2009, held in Macau, China, in August 2009.

The 38 revised full papers presented together with one keynote lecture were carefully reviewed and selected from 149 submissions. The papers are organized in topical sections on interactive hybrid learning systems, effective content development, pedagocical and psychological issues, outcome based teaching and learning, student prospects, improved flexibility of the learning process, computer supported collaborative learning, hybrid learning experiences, practices borderless education, digital library and content management, organizational framework and institutional policy, and learning theory.

Klappentext

The Second International Conference on Hybrid Learning was organized by the School of Continuing and Professional Studies of The Chinese University of Hong Kong and University of Macau in August 2009. ICHL 2009 was an inventive experience for the Hong Kong and Macau tertiary higher education. The conference aims to provide a good platform for knowledge exchange on hybrid learning by focusing on student centered education. The technique is to supplement traditional classroom learning with eLearning. The slogan is "Education leads eLearning," not vice versa. The me- odology is that at least 30% of learning activities are done by eLearning. The outcome is for students to learn at any time at any place. eLearning can increase students' lea- ing productivity and reduce teachers' administration workload alike. It is a new culture for students, teachers and school administrators to adopt in the twenty-first century. The conference obtained sponsorship from Pei Hua Education Foundation Limited, City University of Hong Kong, ACM Hong Kong Section, and Hong Kong Computer Society. Hybrid learning originated from North America in 2000, and is an ongoing trend. It is not merely a simple combination of direct teaching and eLearning. It encompasses different learning strategies and important elements for teaching and learning. It - phasizes outcome-based teaching and learning, and provides an environment for knowledge learning. Students are given more opportunities to be active learners and practice practical skills such as communication, collaboration, critical thinking, cr- tivity, self-management, self-study, problem solving, analysis and numeracy.

Inhalt

Keynote.- Repository and Search Based on Distance Learning Standards.- Interactive Hybrid Learning Systems.- Context Aware Multimodal Interaction Model in Standard Natural Classroom.- Attentiveness Detection Using Continuous Restricted Boltzmann Machine in E-Learning Environment.- EGameDesign: Guidelines for Enjoyment and Knowledge Enhancement.- Hybrid Learning Experiences with a Collaborative Open Source Environment.- Effective Content Development.- Development of VisuaLexs for Hybrid Language Learning.- A Combined Virtual and Remote Laboratory for Microcontroller.- A Web-Based Virtual Laboratory System for Electronic and Digital Circuits Experiments.- Pedagogical and Psychological Issues.- An Ontological Approach to Infer Student's Emotions.- Design an e-Broadcasting System for Students' Online Learning.- Characteristics Affecting Learner Participation in Large Hybrid Classrooms.- Outcome Based Teaching and Learning.- An Empirical Study on Blended Learning in the Introduction to Educational Technology Course.- Experience on Outcome-Based Teaching and Learning.- Design and Implementation of the Framework for Adaptive e-Learning System.- Student Prospects.- Engaging Students with Online Discussion in a Blended Learning Context: Issues and Implications.- Using Web-Analytics to Optimize Education Website.- Research into the Status Quo of Learning Strategies of College Students and Blended Learning Strategy.- Improved Flexibility of Learning Process.- Students' Evaluation of Websites in Hybrid Language Learning.- eLearning for Online Lecture, Chat Room, Forum and XML-Based Excises and Reporting.- A Review of e-Learning Platforms in the Age of e-Learning 2.0.- Integrating Constructive Feedback in Personalised E-Learning.- Computer Supported Collaborative Learning.- A Peer-to-Peer eLearning Supporting System for Computer Programming Debugging System.- Learning Knowledge Management Concepts via the Use of a Scenario Building Tool on an E-Learning Platform.- A Descriptive Method for Simulating a Group Knowledge Building Process.- Use of Micro-teaching Videos in Teacher Education: Computer-Supported Collaborative Learning.- Hybrid Learning Experiences.- Using a Narrative Blog to Support Reflection in a Blended Course.- Lectures from My Living Room: A Pilot Study of Hybrid Learning from the Students' Perspective.- A Study of Using Blended Learning in Teaching and Learning Modern Educational Technology.- Practices Borderless Education.- A Multimedia Instructional Environment for English Learning.- Long Distance Learning for Under-Developing Countries Using Replicated XML Database System.- Digital Library and Content Management.- A Modern Tool for Viewing the Learning Resources.- Building a Semantic Resource Space for Online Learning Community.- Multi-document Summarization for E-Learning.- Organizational Framework and Institutional Policy.- From an Online Training Course to a "Virtual" Teacher Training Academy--Design and Implementation of Peking University Asynchronous Online Teacher Training Program.- The "E"-Vangelist's Plan of Action - Exemplars of the UK Universities' Strategies for Blended Learning.- An Assessment of the 5i Design Framework for Hybrid Learning.- Learning Theory.- A Study of Applying Field Knowledge and Perception on Personnel Learning Recommendation Map.- The Research and Discussion of Web-Based Adaptive Learning Model and Strategy.- Relationships between Students' Demographic Background, Subject Areas, and Learning Patterns in Post-secondary Education of Hong Kong.